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L’absence du dessin des histoires de l’art des années 1950-1960 interroge, alors même que des signes de reconnaissance de la part d’artistes comme Rauschenberg, Hesse, Tinguely,Twombly, Beuys, ou Lebel et d’autres acteurs ont pu être observés.Le dessin doit être défini à partir de ses opérations et compris dans sa relation aux autres médiums. Il est donc considéré comme pratique. En mettant en oeuvre une histoire matérielle, culturelle et sociale de l’art, qui s’appuie sur les dessins eux-mêmes, des documents d’archive et des entretiens avec des acteurs de la période, il s’agit de saisir les relations qui font vivre le dessin.Il s’agit d’appréhender la reconnaissance du dessin et sa redéfinition, entre les interrogations des artistes, les évolutions des critiques et les projets des galeristes et commissaires d’exposition pour montrer comment le dessin se comprend comme une réalité complexe, en acte. Le dessin se redéfinit également comme un moyen de manipuler des images qui deviennent pléthoriques. L’histoire de la psychiatrie confère à la pratique du dessin une valeur expérimentale rarement égalée dans l’histoire de l’art. Cette pratique expérimentale découle de son association à la pensée et met au jour une continuité insoupçonnée dans la période. Qu’il s’agisse d’en renforcer l’assimilation à une « origine de l’art », d’en faire la matrice d’un regard et d’une méthode artistique plus générale, ou le lieu marginal d’une expérience spécifique, la pratique du dessin se comprend dans un éventail large de ses réalités. / Drawing is hardly studied in works of art history focusing on the 1950s and 1960s. This fact is all the more surprising that many artists, such as Rauschenberg, Hesse, Tinguely, Twombly, Michaux or Lebel, but also critics, gallerists and curators took notice of the medium at that time.Drawing must be defined according to its operations and analyzed in its relationshipwith other media. It is approached as a practice. This project is based on a material, culturaland social understanding of art history, it relies on the study of drawings, but also on archive documents and interviews with major figures of the period. From the working process of artists, to the changing discourses of critics and therenewed interest of curators and gallerists, drawing is redefined as a complex object. It allows artists to deal with the flow of images that characterizes the 1950s and 1960s. It also takes on an experimental quality because of its association to the thought process. Psychiatrists andartists have used the practice of drawing to better understand the mind. Whether it is used as an origin of art or as a marginal space implying specific experiences, drawing in the 1950sand 1960s is multi-faceted and is studied as such.

This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. / Psychology of Education / M. Ed. (Guidance and Counselling)

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-09-10T20:55:45Z No. of bitstreams: 1 TESE - Maria Ana A. de Oliveira.pdf: 7371688 bytes, checksum: 0ea99058414127793135c7abeec6f1de (MD5) / Approved for entry into archive by Ednaide Gondim Magalhães (ednaide@ufba.br) on 2018-09-11T13:19:46Z (GMT) No. of bitstreams: 1 TESE - Maria Ana A. de Oliveira.pdf: 7371688 bytes, checksum: 0ea99058414127793135c7abeec6f1de (MD5) / Made available in DSpace on 2018-09-11T13:19:46Z (GMT). No. of bitstreams: 1 TESE - Maria Ana A. de Oliveira.pdf: 7371688 bytes, checksum: 0ea99058414127793135c7abeec6f1de (MD5) / Esta tese tem como objeto de estudo o processo criativo de Outros Olhares, espetáculo de dança resultado da disciplina Prática de Montagem II, encenado pelos alunos (intérpretes-criadores) do último módulo do Curso Técnico em Dança, da Escola de Teatro e Dança da Universidade Federal do Pará, no ano de 2005. Investiga-se a transfiguração do cotidiano da feira do Ver-o-Peso - importante centro comercial e cultural da cidade de Belém do Pará - na linguagem da dança contemporânea. A pesquisa apresenta-se como uma aplicação, na dança, do conceito de conversão semiótica, no sentido elaborado por Loureiro. Ressalta-se a importância do diálogo com os estudos da cultura amazônica e com as estratégias da dança contemporânea no processo de criação. Destaca-se a colaboração como prática metodológica, em decorrência do compartilhamento de ideias entre os envolvidos na montagem cênica. Fundamenta-se nos estudos da Etnocenologia, apoiando-se nos conceitos de cotidiano e de espetacularidade, segundo Bião. Utiliza-se como suporte teórico-metodológico a crítica genética, conforme Salles, que busca entender o percurso criador da obra de arte. O estudo confirma a hipótese de que esse espetáculo, sob o ponto de vista da estética de sua criação coreográfica, foi concebido a partir do pensamento que rege o conceito da conversão semiótica. Emprega-se a etnopesquisa em uma abordagem descritiva-analítica, demonstrando o estudo pormenorizado da criação, da montagem e dos elementos espetaculares na cena da dança. Como técnica de coleta de dados utiliza-se a entrevista semiestruturada com nove intérpretes-criadores e com uma das professoras-coreógrafas, além de entrevistas de livre narrativa com dois feirantes do Ver-o-Peso. As conversas informais e as observações dos gestos cotidianos como o dos carregadores, dos vendedores de peixe e de outros feirantes, foram elementos essenciais para análise corporal reconhecida pela transfiguração do movimento na cena coreográfica. Incluíram-se os cheiros, a visualidade, a sonoridade, os sabores e as texturas da feira, observados durante a pesquisa de campo pelo grupo participante do espetáculo. Como resultado, demonstra-se o cotidiano da feira do Ver-o-Peso convertido nas cenas de Outros Olhares. / This thesis has as object of study the creative process of Outros Olhares, a dance spectacle that resulted of the discipline montage practice II, played by the students (creators-interprets) of the last module of the Technical Course in Dance, from the Theather and Dance School of Pará’s Federal University, 2005. It investigates the transfiguration of the everyday of the Ver-o-Peso’s fair – an important commercial and cultural center in Belém do Pará city – on the contemporaneous dance’s language. The research shows itself as an application, on the dance, of the semiotic conversion, elaborated by Loureiro. It emphasizes the importance of the dialog with the amazonical culture’s studies and with the strategies of the contemporaneous dance on the creative process. It emphasizes the collaboration as methodological practice, due the sharing of ideas among the engaged ones at the scenic montage. It’s based at the studies of the Ethnoscenology, supporting itself on concepts of everyday and spectacularity, according to Bião. It uses as theoric and methodologic support the genetic critics, according to Salles, who tries to explain the creative way of the artwork. The study confirmate the hypothesis that this spectacle, by the aesthetic point of view of its choreographic creation, concepted by the thoughts that explains the concepts of the semiotic conversion. The ethnoresearch is used in an analytic and descriptive comprehension, demonstrating the detailed studies of the creation, the montage and the spectacular elements at the dance’s scene. As a data collection technique, it uses the semistructured interview with nine creators-interprets and one of the choreographer-teacher, along with free-narrative interviews with two marketers of Ver-o-Peso. The informal chats and the observation of the daily movements, like the charge carriers’, the fish’s salesmen and other marketers, that were essential elements for the body analysis, recognized by its movement transfiguration at the choreografic scene. It includes the smells, the visuality, the sonority, the flavors and the textures of the fair, observed during the field research by the spectacle participating party. As a result, the everyday of the Ver-o-Peso fair is demonstrated converted in the scenes of Outros Olhares.

En mettant en scène Warten auf Godot en 1975 au Schiller Theater, Beckett déclare : « Je ne connaissais rien au théâtre quand j’ai écrit cette pièce. » Constat précieux : l’auteur parle au passé. Entre l’écriture et la mise en scène, un savoir a été acquis. Le défaut de savoir constaté concerne la dimension pratique du théâtre. C’est le théâtre tel qu’il se fait auquel Beckett s’est peu à peu confronté, jusqu’à assumer la mise en scène de ses propres pièces. Devenu praticien, l’auteur s’empare de se première œuvres, les reprend : dans cette reprise lui apparaissent les failles et les manques initiaux. Loin de relever d’une continuité ou d’une évidence, la mise en scène par l’auteur de son premier théâtre et les réécritures auxquelles elle donne lieu offrent un aperçu sur la façon dont l’intériorisation par Beckett de deux fonctions qui ont joué un rôle fondamental dans l’histoire du théâtre au XXe siècle soumet ses pièces à une dynamique de création seconde qui fait évoluer sa poétique initiale. Beckett ne considère pas l’œuvre écrite comme une partition dont il faudrait assumer l’exécution. Au contraire, au fil de sa pratique scénique, il les dramatise et les théâtralise, témoignant de l’évolution même de sa conception du théâtre. Il passe d’un « théâtre rêvé » à un « théâtre pratiqué ». Dans ce passage se dévoilent les méandres et les détours d’une écriture dramatique façonnée initialement dans un creuset romanesque, qui va progressivement acquérir une théâtralité plus marquée. La pratique soumet alors la poétique à une dynamique de reprise et d’ajustements dévoilant en définitive un « Beckett en mouvement », qui allie pratique scénique et poétique du drame pour fonder une poétique théâtrale complexe. / While staging Warten auf Godot in 1975 at the Schiller Theater, Beckett says : « I knew nothing about theater when I wrote this. » The use of the past tense points out the fact that between the writing process and the staging process, something has been learnt. What he did ignore is theater as an artistic practice, as a performance. He will discover it progressively during the 1950’s and the 1960’s and eventually will become the director of his own plays. Our work aims at showing how this shift from desk to stage will lead him to rewrite them, carrying on the creative process directly from the theatre, and, in return, how his very conception of directing is shaped by the singularity of these plays. Far from considering stage directing as a mere execution of the stage directions, Beckett dramatizes and theatricalises his works. Thus, his very conception of theater evolves from an abstract vision, drama as it appears in a literary form, to very a practical one, transforming the very theatricality at stake in his plays. Stage directing and theatre writing are then offering a constant interface, which leads to the emergence of what may be called a theatrical creation in which practical standpoint and literary creation are linked together.

[pt] Por uma literatura da plena atenção ergue mais uma ponte entre a sabedoria ocidental e a oriental, ao apontar como caminho para o conhecimento o budismo. A dissertação desvela o processo criativo do romance O homem dos patos, da própria autora, em dois planos. O primeiro se refere à formação de seu entendimento acerca do mundo a partir das Três Características: Anicca (Impermanência), Anatta (Não-eu) e Dukkha (Sofrimento). O segundo desenvolve como esse entendimento se conecta direta e indispensavelmente às práticas de Satipatthana (Plena atenção) e meditação Vipassana, e o que estas implicam no exercício literário. Trechos do romance se entremeiam à dissertação, que consiste em um trabalho literário à parte. / [en] For a mindfulness literature raises one more bridge between western and eastern wisdom, by pointing at buddhism as the path to knowledge. The dissertation reveals the creative process of the novel O homem dos patos, from the author herself, in two schemes. The first refers to the framing of her knowledge about the world around the Three characteristics: Anicca (Impermanence), Anatta (Egolessness) and Dukkha (Suffering). The second explains how this knowledge is directly and indispensably connected to the practices of Satipatthana (Mindfulness) and Vipassana meditation (Insight meditation), and how these affect the literary exercise. Excerpts of the novel are interwoven with the dissertation, which is an entirely new literary work.

Made available in DSpace on 2016-12-08T16:03:14Z (GMT). No. of bitstreams: 1 claudia.pdf: 7253059 bytes, checksum: 2fe2a32b0085b43d12a3104968667d56 (MD5) Previous issue date: 2013-03-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study addresses the issue of the imagination in the actor s work encouraged by aspects of the pedagogy of Jacques Lecoq. The research aimed at a better understanding of my experience as an actress, director, body coach and teacher, through a conceptual analysis of some aspects of this pedagogy. It s a practice based on codified exercises inspired on mime and mimism as well as on improvisations that take the nature and its intrinsic dynamics as the main theme. The notion of Fond Poétique Comum is identified as the fundamental view of this pedagogy that serves as inspiration for the imagination of the actors whilst associating its dynamics to their movement. This notion is discussed based on assumptions derived from the natural sciences, philosophy and Eastern thought, mainly from authors like Gaston Bachelard, Marcel Jousse, Henri Bergson and Fritjov Capra. Notably designed for the kind of theater in which the importance of the body practice overlaps the one of the spoken text, which it may even be dispensed, this pedagogy aims to instrument the performing arts artist in their different functions, and the actors are encouraged to develop an attitude of being the author of their work. Relationships are established with some historical aspects of the French theater of the twentieth century and the approaches to the imagination in the actor s work in Stanislavski and Chekhov, as well as questions about acting whether as performer or as an actor, present in the contemporary theater studies. The study was structured based on the organization of the practice itself, keeping the steps of presentation, stretching, warming up, improvisation and creation, taking as as corpus of analyses experiences as a student of the École International de Théâtre Jacques Lecoq, as the director of the shows O Baile dos Anastácio and O Defunto , as the actress of Gueto Bufo , as a teacher in several workshops, as well as testimonials of classmates, students and actors involved in these processes / Este estudo trata da questão da imaginação no trabalho do ator, incitado por aspectos da pedagogia de Jacques Lecoq. A pesquisa teve por objetivo uma melhor compreensão de minha experiência como atriz, diretora, preparadora corporal e professora por meio da análise conceitual de aspectos dessa pedagogia. São trabalhos práticos baseados em exercícios codificados, inspirados pela mímica e pelo mimismo e improvisações que tomam a natureza e sua dinâmica intrínseca como tema principal. A noção de Fundo Poético Comum é apontada como a visão fundamental dessa pedagogia, servindo como inspiração para a imaginação do ator, na medida em que associa sua dinâmica a seus movimentos. Tal noção é abordada com base em pressupostos oriundos das ciências naturais, da filosofia e do pensamento oriental, pautando-se principalmente em autores como Gaston Bachelard, Marcel Jousse, Henri Bergson e Fritjov Capra. Notadamente designada para o tipo de teatro no qual a importância da prática corporal sobrepõe-se à do texto falado, do qual pode até prescindir, essa pedagogia visa instrumentar o artista das artes cênicas em suas diferentes funções, e o ator é incentivado a desenvolver uma atitude de autor do seu trabalho. São estabelecidas relações com aspectos históricos do teatro francês do século XX e com as abordagens sobre a imaginação no trabalho do ator em Stanislavski e Chekhov, assim como o questionamento sobre a atuação enquanto performer ou ator presentes nos estudos teatrais contemporâneos. O estudo foi estruturado pela organização da prática em si, mantendo as etapas de apresentação, alongamento, aquecimento, improvisação e criação, tomando como corpus de análise experiências como aluna na École International de Théâtre Jacques Lecoq, como diretora dos espetáculos "O Baile dos Anastácio" e "O Defunto", como atriz de "Gueto Bufo", como professora em várias oficinas de teatro, assim como depoimentos de colegas, alunos e atores envolvidos nesses processos

Made available in DSpace on 2016-12-08T16:52:09Z (GMT). No. of bitstreams: 1 laedio.pdf: 1928778 bytes, checksum: 517cc5b1e67ad609534e5970f8233042 (MD5) Previous issue date: 2011-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discusses the process of the artistic training described in Theater Directing from the perspective of the Active Analysis Method. The method was developed in Russia by Konstantin Stanislavsky (1863-1938) and transmitted by one of his students, Gueorgui Tovstonógov (1915-1989) to Nair Dagostini (19_ _), the first Brazilian to study at the State Institute of Theater, Film and Music Leningrad (1978-1981). The learning reverberates in the Course of Direction and Theatre Interpretation of the Federal University of Santa Maria / RS in the period of 1994-2004, during this time it was possible for her to apply some of the methods of the paradigm found in the USSR. The Educational Policy Plan which Dagostini helped to formulate was built on a common ground for actors and directors and the Active Method of Analysis held the post of unifying center of the process of education and training of the artist. The approximation of the method was given gradually over the first three semesters and was still being applied as a methodology for implementation of the transposition of the text to the scene during graduation. Active Analysis via the Method of Physical Action - that enables the acquisition and mastery of the elements of the Stanislavski System - provides the lead actor in the director route to achieving the central idea of the work that is assembled by inserting the actor on the world of the play and unfolding through the action proposed by the circumstances given the intimacy of the relationships established by the author, what's behind the words / Este trabalho trata do processo de formação artística em Direção Teatral descrito da perspectiva do Método da Análise Ativa. O Método foi desenvolvido na Rússia por Konstantin Stanislávski (1863-1938) e transmitido por um de seus alunos, Gueorgui Tovstonógov (1915-1989) à Nair Dagostini (19_ _ ), primeira brasileira a estudar no Instituto Estatal de Teatro, Cinema e Música de Leningrado (1978-1981). Seu aprendizado reverbera no Curso de Direção e Interpretação Teatral da Universidade Federal de Santa Maria/RS no período de 1994-2004, tempo durante o qual pode aplicar algumas das metodologias do paradigma que encontrou na URSS. O Plano Político Pedagógico que Dagostini ajudou a formular foi construído sobre uma base comum para atores e diretores e o Método da Análise Ativa ocupou o lugar de centro unificador do processo de educação e formação do artista. A aproximação ao Método se dava gradualmente ao longo dos três primeiros semestres e continuava sendo aplicado como metodologia para a concretização do processo de transposição do texto para a cena durante a graduação. A Análise Ativa, por intermédio do Método das Ações Físicas que possibilita a aquisição e domínio dos elementos do Sistema Stanislávski faculta o diretor conduzir o ator no percurso de concretização da ideia central da obra que se monta, inserindo o ator no universo da peça e desvendando através da ação proposta pelas circunstâncias dadas a intimidade das relações estabelecidas pelo autor, o que está por detrás das palavras

Esta dissertação de mestrado busca compreender a produção plástica das crianças na perspectiva do processo de sua elaboração. A pesquisa de campo se deu em oficinas de arte cerâmica, conduzidas e observadas pela pesquisadora, com um grupo de crianças entre 4 e 10 anos de idade. As oficinas foram oferecidas em uma escola da rede privada de ensino do município de São Paulo, nos anos de 2006 e 2007. Esta experiência forneceu elementos consistentes para a elaboração da reflexão pretendida neste trabalho. O tratamento do conjunto das vivências criativas desenvolvidas se inspira na pesquisa etnográfica e encontra bases conceituais na antropologia. Os dados da pesquisa de campo são registrados em forma de relatos e imagens fotográficas. A análise é feita a partir da experiência acumulada da pesquisadora como arte-educadora ceramista e de um referencial teórico, centrado principalmente nas obras analíticas da artista plástica e pensadora Fayga Ostrower, e nas as contribuições de José Antônio Marina, Anna Marie Holm, Cecília Almeida Salles, Jorge Larrosa e Gaston Bachelard. A compreensão das vivências de criação deste grupo de crianças, em arte cerâmica, permitiu que a autora vislumbrasse a presença de percursos criativos individuais. Estes percursos ofereceram elementos originais para uma compreensão mais aprofundada do papel, importante e significativo, que a vivência de processos criativos da arte pode representar no desenvolvimento da infância. Esta pesquisa leva em consideração a singularidade das individualidades e do processo de formação de cada criança, ampliando, dessa maneira, o diálogo entre arte e pedagogia. / This master dissertation seeks to understand children visual art work within the perspective of their elaboration process, which is taken as object of observation and reflection. The fieldwork took place in Clay Workshops for children, from 4 up to 10 years old. These workshops were conducted and observed by the researcher and were offered in a private school in the city of São Paulo, during the years of 2006 and 2007. This experience gave consistent elements for the elaboration of the reflection intended in this work. The treatment of the set of these creative living experiences was inspired in the ethnographic research, which has its conceptual bases in the anthropology. The data collected in the fieldwork are formed by reports and photographic images. The analysis was made taking into account the accumulated experience of the researcher as a ceramist/pottery maker and art educator, besides some theoretical references centered especially on the analytical work of Fayga Ostrower, and some contributions of José Antônio Marina, Anna Marie Holm, Cecília Almeida Salles, Jorge Larossa and Gaston Bachelard. The understanding of the creative experiences of this group of children in ceramic art allowed the author of this dissertation to see the presence of creative paths. These paths offered original elements that lead us to a deeper understanding of the important and meaningful role played by these art creative processes in the development of children. This research considers the singularity of the individualities besides the formation process of each child, enlarging, this way, the dialogue between Arts and Pedagogy.

O presente trabalho propõe pesquisar a relação entre processos mentais, improvisação musical e performance. Realiza essa investigação partindo da perspectiva da psicologia cognitiva das décadas de 1980 e 1990 que concebe a improvisação musical enquanto um sistema de expertise. Incorpora à pesquisa as novas abordagens fundamentadas em princípios da neurociência realizadas na primeira década do século XXI, que investigam a improvisação enquanto um comportamento criativo espontâneo e, através de experimentos com neuroimagem funcional, buscam as possíveis bases cerebrais para a criatividade. O objetivo deste estudo é apropriar-se de parte do conhecimento produzido pela psicologia cognitiva e pela neurociência acerca dos mecanismos psicológicos e neurobiológicos que geram a improvisação, a fim de sugerir possíveis interfaces entre esse conhecimento, as rotinas de estudo do músico improvisador e as estratégias pedagógicas do professor de improvisação. / This paper intends to research the relationship between mental processes, musical improvisation and performance. The investigation starts from the cognitive psychology perspective in the 1980s and 1990s, considered a system of expertise, and go forward on new approaches, based on principles of neuroscience from the first decade of this century, that understood the cognitive psychology as a creative and spontaneous behavior. Through experiments with functional neuroimaging, the study reffered here in seeks the possible cerebral basis for creativity. The aim of this study is to appropriate part of the knowledge, produced by cognitive psychology and neuroscience, about the psychological and neurobiological mechanisms that generate improvisation. The research suggests, eventually, possible interfaces between cognitive psychology and neuroscience, the routines of study for an improvising musician and the pedagogical strategies of a teacher of improvisation.