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Presentation
Presentation
Optional UC aimed at introducing students to critical thinking, promoting active participation, debate, and reflection on the relationship between art and society. Through the analysis of texts by artists, curators, critics, and philosophers, the production of essays, and the delivery of theoretical-practical classes in a role-play format, students develop skills in argumentation, critical reading, and collaborative learning.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Optional | Português
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Code
Code
ULHT7008-12785
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. What does it mean to think critically, and what are its fundamental principles? 2. How can one distinguish between opinion, belief, and knowledge? 3. In what ways is a valid, coherent, and persuasive argument constructed? 4. How can images and texts be critically analysed, articulating form and content? 5. Which methods allow for the critical evaluation of others’ ideas, works, and discourses?
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Objectives
Objectives
The aim of this UC is to: - Provide students with conceptual and methodological tools that strengthen their intellectual autonomy, enabling them to identify premises, evaluate and structure arguments, as well as to develop their own interpretations of artworks and of the discourses that accompany them (texts by artists, curators, critics, historians, or philosophers). - Apply critical analysis methodologies, such as the peer review process and the SWOT method (strengths, weaknesses, threats, and opportunities), in order to evaluate and formulate critical judgments on colleagues’ work and presentations. - Foster interpersonal relationships and sharing within the classroom, highlighting the value of dialogue and active listening as a fundamental part of critical thinking. - Raise awareness of the importance of critical thinking in academic life and in contemporary society, which is marked by phenomena of superficiality, alienation, and misinformation.
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Teaching methodologies
Teaching methodologies
The classroom dynamic emphasizes active participation and debate. In each session, a text by an artist, curator, critic, historian, or philosopher is provided for students to read in preparation. In the following class, these texts serve as a starting point for collective discussions, intersecting with other themes, works, and images to stimulate analysis, critical thinking, and reflection on the relationship between art and society. This model fosters visual culture, promotes argumentation, and supports dialogical learning. Additionally, students complete two main exercises over the course of the semester, combining theory and practice, reading and discussion, writing and reflection.
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References
References
Berger, J. (2018). Modos de ver. Lisboa: Antígona. Eco, U. (2016). Obra aberta. Lisboa: Relógio d’Água. Fisher, A. (2011). Critical thinking: An introduction. Cambridge: Cambridge University Press. Foucault, M. (2018). As palavras e as coisas: Uma arqueologia das ciências humanas. Lisboa: Edições 70. Manguel, A. (2020). Ler imagens: Em que pensamos quando olhamos para arte. Lisboa: Edições 70. Platão. (2015). Teeteto. Lisboa: Fundação Calouste Gulbenkian. Rutherford, A. (2019). Models for critical thinking: A fundamental guide to effective decision making, deep analysis, intelligent reasoning, and independent thinking. Düsseldorf: VDZ Verband Deutscher Zeitschriftenverleger. Williams, G. (2014). How to write about contemporary art. Londres: Thames & Hudson.
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Assessment
Assessment
De modo a alcançar a concretização dos objetivos e a integração dos conteúdos programáticos acima expostos, os instrumentos de avaliação são os seguintes:
1. Artigo (2000-2500 palavras) sobre um tema livre, relacionado com o projeto de investigação de cada aluno. A avaliação terá em conta a clareza e a relevância do tema, a capacidade para desenvolver uma linha de argumentação própria, estruturada e fundamentada por fontes bibliográficas credíveis, bem como a coerência geral do texto e da conclusão. Será ainda considerada a capacidade para incorporar críticas e melhorar o texto. Este elemento será entregue na sua versão final na última semana de aulas, valendo 40% da nota final na UC.
2. Os artigos serão distribuídos anonimamente entre os colegas, devendo cada aluno rever cuidadosamente um artigo e redigir um parecer crítico (peer review) de até 500 palavras, no qual identificará os pontos fortes, fragilidades e sugestões de melhoria. Este parecer corresponde a 20% da nota final na UC.
3. Aula teórico-prática dada em modelo role-play, onde um aluno apresenta um tema à sua escolha, tomando como ponto de partida uma obra plástica, performance ou exposição visitada. Este instrumento de avaliação pressupõe períodos de reflexão e de estudo na semana anterior, incentivando-se o aluno a reunir imagens e referências adicionais. A avaliação terá em conta a capacidade do aluno para expor ideias e a forma como promove a partilha e o debate com os colegas, valendo 20% da sua nota final na UC.
4. Durante a aula teórico-prática dada pelo colega, cada aluno realiza a sua análise SWOT, podendo intervir e expor as razões pelas quais considera benéficos ou ineficazes alguns dos pontos expostos. Esta exposição ativa de pensamento crítico dos alunos permite aos docentes avaliá-los em tempo real, bem como dinamizar o debate. As análises SWOT são entregues e guardadas pelos docentes enquanto base concreta de avaliação (auto e hétero) da UC. Este material escrito de cada aluno vale 20% da sua nota final na UC.
Assessment – Instruments and Parameters of Evaluation
In order to achieve the objectives and ensure the integration of the programmatic content outlined above, the assessment instruments are as follows:
1. Essay (2,000–2,500 words) on a freely chosen topic, related to each student’s research project. Assessment will consider the clarity and relevance of the topic, the ability to develop an original, structured argument supported by credible bibliographic sources, as well as the overall coherence of the text and its conclusion. The student’s capacity to incorporate feedback and improve the text will also be considered. The final version of this assignment is due in the last week of classes and accounts for 40% of the final grade in the course unit.
2. Peer review: Essays will be distributed anonymously among classmates, with each student required to carefully review one essay and write a critical report of up to 500 words, identifying strengths, weaknesses, and suggestions for improvement. This component represents 20% of the final grade in the course unit.
3. Theoretical-practical class in a role-play format, in which a student presents a topic of their choice, taking as a starting point a visual artwork, performance, or exhibition they have visited. This assessment instrument requires periods of reflection and study in the preceding week, encouraging students to gather additional images and references. Assessment will focus on the student’s ability to present ideas and on how they promote sharing and debate with their peers, accounting for 20% of the final grade in the course unit.
4. SWOT analysis: During the theoretical-practical session delivered by a peer, each student conducts their own SWOT analysis, with the possibility to intervene and explain why certain points raised are considered effective or ineffective. This active exercise of critical thinking allows professors to evaluate students in real time while also stimulating debate. SWOT analyses are submitted and retained by the professor as a concrete basis for both self and peer-assessment within the course unit. This written component is worth 20% of the final grade in the course unit.
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Mobility
Mobility
No
