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Presentation
Presentation
In this optional theoretical-practical course, lectures will be held, and students will present case studies (flipped classroom) that they consider useful for their artistic journey, developing creative, critical, and (in)dependent thinking in artistic practice. These activities are complemented by visits to institutions where the curator's work is evident. The presentations and visits maintain an open dialogue, generating debate, questioning, and student participation. To understand curating as mediation, students are challenged to plan a hypothetical curatorial project, assuming the role of curator.
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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
ULHT7008-26016
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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. The role of the curator from the perspective of the history of contemporary art from the 1980s to today. 2. Interrelationships between artistic and curatorial practices: the 'artist as curator' and 'the curator as artist'. 3. The new importance of the artist-curator for the development of art as a practice of action in social and urban space. Analysis of curatorial projects. 4. Visits to art institutions in Lisbon: art (and architecture) museums, art galleries, other cultural institutions. Meetings organized with various curators, those responsible for producing the exhibition, those responsible for public and institutional relations, cultural advisors who present their areas of activity and their current projects.
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Objectives
Objectives
- To introduce curatorial studies into the teaching of contemporary art. - To develop creative, critical and independent thinking in artistic practice. - Mediation: combining theoretical skills with practical skills and learning how to transmit cultural content to a wide audience. - Curation: communicating complex ideas in an engaging and socially relevant way, according to the needs and interests of the population. - To learn to decode recent artistic production, understanding the history of art from the 1980s to the present day. - To apply this knowledge to the interpretation of artistic and architectural events from the recent Portuguese and international scene.
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Teaching methodologies
Teaching methodologies
This course features lectures, and students present case studies (in a flipped classroom) that contribute to their artistic journey, fostering creative, critical, and (in)dependent thinking in artistic practice. These activities are complemented by visits to institutions where the curator's work is evident. During the presentations and visits, the dialogue is open, generating debate, questioning, and student participation. To understand curating as mediation, students are challenged to convey cultural content to a broad audience through the conception of a hypothetical curatorial project. Taking on the role of curator, when presenting this project, they must demonstrate their ability to communicate complex ideas in an engaging and socially relevant way, according to the needs and interests of a hypothetical population or for an audience determined, for example, by the location of the project or the theme it addresses.
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References
References
OBRIST, H. U. (2011). Everything you ever wanted to know about curating. Sternberg Press, Berlin. BALZER, B. (2014). Curationism. How Curating Took Over the Art World and Everything Else. Toronto: Coach House Books. McCARTHY, C.; SCHORCH, P. (Eds.) (2018). Curatopia. Museums and the Future of Curatorship. Manchester University Press. MARTINON, J-P. (2013). The Curatorial. A Philosophy of Curating. Bloomsbury Publishing.
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Assessment
Assessment
A avaliação é contínua e presencial.
20% Apresentação de estudos de caso em lógica de sala de aula invertida.
20% Participação nos debates em sala de aula e exterior – capacidade de dialogar, justificar posições de modo crítico e educadamente.
20% Participação nas visitas de estudo – Capacidade de participar em ações fora da sala de aula que mostram o envolvimento e o interesse pela UC e pelos intervenientes; Capacidade de comunicar com outras pessoais fora do círculo de familiaridade mantendo os princípios de um diálogo democrático e humanista.
40% Projeto curatorial hipotético:
- Concepção da maqueta digital (que espaço arquitectónico? que lugar?);
- Concepção da exposição (seleção de obras e modo de instalar) através da maqueta
- Concepção da documentação inerente ao curador (textos comunicacionais, críticos).
- Apresentação oral do projeto.
São avaliadas as soluções para comunicar ideias complexas de forma atraente e socialmente relevante, a pertinência do discurso (se está de acordo com as necessidades e interesses de uma população hipotética ou do público pre-determinado pelo estudante), o conteúdo informativo (compreendendo a história da arte dos anos 80 do século XX até aos dias de hoje) e acordo com os princípios que regem o trabalho curatorial na atualidade (ou justificadamente em desacordo), de integrar lógicas interdisciplinares nos procedimentos e nas escolhas.
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Assessment is continuous and in person.
20% Presentation of case studies in flipped classroom logic.
20% Participation in debates in the classroom and outside – ability to dialogue, justify positions critically and politely.
20% Participation in study visits – Ability to participate in activities outside the classroom that show involvement and interest in the CU and those involved; Ability to communicate with others outside the circle of familiarity while maintaining the principles of democratic and humanistic dialogue.
40% Hypothetical curatorial project:
- Conceive of the digital model (what architectural space? what place?);
- Drawing installation of the exhibition (selection of works and installation method) using the model
- Produce the documentation inherent to the curator (communicational, critical texts).
- Oral presentation of the project. Solutions are evaluated to communicate complex ideas in an attractive and socially relevant way, the pertinence of the speech (whether it is in accordance with the needs and interests of a hypothetical population or the audience pre- determined by the student), the informative content (understanding the history from art from the 80s of the 20th century to the present day) and in agreement with the principles that govern curatorial work today (or justifiably in disagreement), of integrating interdisciplinary logics in procedures and choices.
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Mobility
Mobility
No
