Drawing I

Recommended Prerequisites

NA

Teaching Methods

Theoretical-practical classes are designed to present the subjects, themes, examples and theoretical foundations of the practical exercises to be developed in each programmatic phase.

In practical classes, the exercises are the didactic reference from which critical reflection on one's own work and that of others is promoted. The focus is on contact between students and teachers, committed to the interaction of knowledge and expectations, questions and answers. The moments of exposure of the works, the comparison and the discussion of the results are fundamental moments of the whole process.

Learning Outcomes

Using the “learning by doing” methodology, it is intended that the student uses drawing as a process of mediation and representation of the observed reality and conceptual tool competences that can provide him with creative added value for the work of analysis and organization of space and environment built within the framework of drawing practice. It is also intended that the student comprehensively masters and handles the different Drawing Modes: sketch, abbozzo, contour drawing and detail drawing, applying them according to his work needs.

As an active principle of the actions carried out by the teachers, the development of the practice of drawing is pointed out in its double aspect as an instrument of representation and graphic coding of the observed reality and of the process of autonomization and reinvention of the spatial form according to graphic-expressive strategies.

Work Placement(s)

No

Syllabus

The program is developed through three phases, where four general themes are treated: objects, human figure, interior and exterior spaces and landscape.

The first phase is aimed at training the perception of shapes and space and the acquisition of basic manual dexterity. When evaluating measures, alignments, pointing directions that scan the observed object, students grope the proportions of the shapes and the framing of the space, developing strategies for processing visual information.

The second phase is aimed at training the specific perception of shape and space and the acquisition of manual dexterity. Exercises are developed that promote contact with different information gathering processes, guided according to the Drawing Modes.

The third phase is oriented towards the exploration of the expressive possibilities of the graphic register in the interpretation of the perceived reality, varying the indices of representation and iconographic indices of the image that represe

Head Lecturer(s)

Teresa Maria da Silva Antunes Pais

Assessment Methods

Assessment
Resolution Problems: 20.0%
Research work: 20.0%
Laboratory work or Field work: 60.0%

Bibliography

• Bermingham, Ann. Learning to Draw: Studies in the cultural history of a polite and useful art, Yale University Press, New Haven and London, 2000.

• Craig-Martin, Michael. Drawing the Line: Reappraising Drawing Past and Present, The South Bank Centre, 1995.

• Edwards, Betty. The New Drawing on the Right Side of the Brain, HarperCollins Publishers Ltd; 3Rev Ed edition, 2001, ISBN 978-0-00-711645-4

• Elderfield, John. The Modern Drawing: 100 Works on Paper from the Museum of Modern Art, The Museum of Modern Art, New York, 1985.

• Heather, Spears. The Creative Eye. London: Arcturus. 2007. ISBN 978-0-572-03315-6.

• Lohan, Frank. Pen & Ink Techniques, Contemporary Books, 1978, ISBN 0-8092-7438-8.

• Laughton, Bruce. The Drawings of Daumier and Millet, Yale University Press, New Haven and London, 1991.

• Molina, Juan José Gomes. Las leccines del dibujo, Madrid, Cátedra, 1995.

• Recht, Roland. Le dessin d'architecture, origines et fonctions, Paris, Adam Biro, 1995.