(Português) Arte pública como recurso educativo: contributos para a abordagem pedagógica de obras de arte pública

The subject of this thesis begins with the study of two key areas usually approached in a separate way – Public Art and Art Education- however we study them joined, and this situation give us the possibility to come up with a new knowledge, as a result of the intersection between these two areas, that made us consider Public Art as an educational resource.

We consider Public Art as a group of art objects put in urban places, permanently or temporarily, easily available to the citizens, and with the capacity to promote the identity of a place near their involuntary and no expert users, to make possible to deal with art in a different way.

We did an empirical study in order to clarify if a townscape with lots of Public Artworks could certainly contribute to the development of Visual Art Literacy, in students of the 5th and 6th grades. For this we applied a questionnaire to a sample of 240 students, in six schools around the country, three of them situated in places with a lot of Public Art and the other three situated in places with a few Public Art.

After that study we made a comparison and we can conclude students from places with a lot of public Art give more attention to the art elements of townscape than students from places with a few Public Art; they also consider as artworks a large number of art display; they seem to know better Public Art definition and its functions; they identify more easily Public Art work; they tend to have a good knowledge about the specific vocabulary of Visual Arts, namely the difference between sculpture and statue; they seem to be in a superior stage of artistic and aesthetic valuation; they know much more about art in general and they have a better capacity to evaluate art.

We conclude, students of the 5th and 6th grades that attend schools situated in places where are lots of Public Artworks in townscape have a higher development of the urban space perception and a higher level of Visual Arts Literacy, because of their daily contact with these artworks, but also because of their developed socio-cultural environment.

 

Key words: Public Art; Art Education; Visual Arts Literacy; Townscape Perception; Pedagogical approach of artworks.

Author(s)
Year 2007
Type Thesis
Institution Faculdade de Belas Artes da Universidade de Lisboa
Degree Master
Supervisor(s) Margarida Calado, Ana Bela Mendes
Language Português
Field Art Education