Territory's Representations, its Drawing and Images

Code:

RDIT01

Acronym:

RDIT

Keywords
Classification	Keyword
CNAEF	Humanities
EDUC	Humanities

Instance: 2023/2024 - 2S

Active?	Yes
Responsible unit:	Desenho
Course/CS Responsible:	Territory's Representations, its Drawing and Images

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
RDIT	5	Plano de Estudos	1	-	6	42	162

Teaching language

Suitable for English-speaking students

Objectives

Four are the UC's structural goals:

- to identify and to value the common field to the Art, Science and Technology, under a culturalist perspective and mediated mainly by Drawing (in its most varied modes, methods and forms);

- to know the morphology of different territories taken from different representations and drawing practices, valuing the relation between body and form within space;

- to understand the observer´s position in the territory, both in drawing to be produced and in readings, considering the perceptual contexts proper to these representations;

- to fruitfully articulate the relationship between different typologies of graphic records, as a method, but also as a learning process per se.

Learning outcomes and competences

Accomplishing the two designated tasks students will be able to achieve the listed learning outcomes and competences:

- to know and value different representations of the territory came from different dimensions of human activity and knowledge;

- to read and interpret different representations of territories and places - not forgetting that this act is itself a representation - privileging the Drawing as mediator;

- to recognize and describe places and territories at different scales and at different times, using various Drawing modes;

- to master the scale of the territory in its close relationship with different ways of approaching its perception and graphic representation, over selected time intervals;

- to build and operationalize strategies for identifying and controlling the different types of deviations resulting from the confrontation between reality and representation.

Working method

À distância

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Previous knowledge and skills of a 1st cycle undergraduate course, or a curriculum that may benefit from the knowledge addressed by the course.

Program

- Morphology of territories: The subject of representations

- From utopias to dystopias: Representations of territories (speakers invited by area of ​​knowledge)

- Da perspetiva, pelas vistas panorâmicas, até à fotogrametria e os SIG: A escala, o tempo e a toma das representações

- Perspective drawers, surveyors, topographers and cartographers: Scientific representations and fanciful representations

- Historical urban cartography: Representations of the city over time

- From the field notebook to the rational depuration: the modes of drawing

- From drawings to photographies: Interpolation of representations, drawings and images

Mandatory literature

Cabezas Lino 340; Dibujo y territorio. ISBN: 978-84-376-3385-5
Cardoso, V, Fernandes, M.G. e Rodrigues C. (Eds.); Representações, Desenhos e Imagens do Território, i2ADS, CEGOT e CITTA, 2021. ISBN: 978-989-9049-19-2 ([https://i2ads.up.pt/blog/edition/representacoes-desenhos-e-imagens-do-territorio/])
Cheshire, J., Uberti, O.; Atlas of the Invisible: Maps & Graphics That Will Change How You See the World, Particular Books, 2021. ISBN: 978-1846149719
SLOCUM, Terry A. et. al ; Thematic cartography and geovisualization, Upper Saddle River, 1998. ISBN: ISBN 978-0-13-229834-6
THROWER, Norman J. W. ; Maps and civilization: cartography in culture and society. , University of Chicago Press, 1996. ISBN: ISBN 978-0-22-679974-2

Complementary Bibliography

DOMINGUES, Álvaro; TRAVASSO, Nuno ; Território: Casa Comum, FAUP, 2015. ISBN: ISBN 978-989-8527-07-3
HARMON, Katharine; The Map as Art: Contemporary Artists Explore Cartography, Princeton Architectural Press, 2010. ISBN: ISBN 978-1-56898-972-3
Harmon Katharine; You are here. ISBN: 978-1-56898-430-8
Oliveira-Costa, J., Moreira, T. (Editors); Landscape Representations: Conceptions of Physical and Human Space, Cambridge Scholars Publishing; Unabridged edição, 2021. ISBN: 978-1527569096
Obrist Hans Ulrich 340; Mapping it out. ISBN: 978-0-500-23918-6

Teaching methods and learning activities

The adopted methodology is based on research practices, once it can stimulate active pedagogies which enable the follow up of the defined training process.
Research will be developed based in partnerships, either with peers, individuals or institutions. The promotion of field trips, debates and readings will also be of major importance. These moments will find theoretical support in the recommended bibliography, reinforcing its role in learning.
In order to complete the adopted methodological profile, it is important to underline the relevant role of a permanent, responsible, critical and evaluative debate, which will be fundamental in the assessment and reorientation of activities.

Based on these principles, it is proposed the following distribution of activities, between Contact Hours and Autonomous Work Hours.

The Contact Hours will be devoted to theoretical and practical classes, oriented towards the ongoing students’ researches. Nevertheless, the study leading to assure the transmission of the gained knowledge will also be attended. The remaining moments will be occupied with the following activities:

- presentations addressed by invited researchers, discussing experiences considered to be relevant;

- field trips, either to homologous research centres or to partner educational entities, as well as to research primary sources;

- periodical evaluative debate, keeping students, and teachers always aware of the teaching-learning process evolution, as well as of the overall grade of satisfaction among all involved. Therefore, necessary consolidations or reorientations will be able to take place whenever considered. 

The Autonomous Work Hours will be reserved to:

- develop and consolidate individually and in group, the acquired knowledge;

- construct a research project based on partnerships and debate, and under teacher orientation when required by the student.

Software

https://i2ads.up.pt/publicacoes/representacoes-desenhos-e-imagens-do-territorio/

keywords

Technological sciences > Engineering > Surveying
Humanities > Arts > Fine arts > Drawing
Humanities > Arts > Fine arts
Social sciences > Geography > Cartography

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	40,00
Trabalho prático ou de projeto	60,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Elaboração de projeto	75,00
Frequência das aulas	25,00
Total:	100,00

Eligibility for exams

The evaluation will be distributed and will focus 100% on the research projects conducted by the students.

Considering the students' individual curricula, teachers will be able to better establish the assessment profile orientation. On the other hand, and subsequently, students will be involved in the definition of a generic body of evaluation parameters, given the challenges that the curricular unit will present to them. It is important to mention the parameters’ flexibility with respect to the developed work over time, and after discussion. However, that feature must be constrained by a strict quality criterion regarding the knowledge to be produced.

At the end of the academic semester there will be a time for all students to reflect critically, individually and in a class group, on the production of knowledge achieved, according to the established assessments parameters.

Thus placed, the student should participate in 75% of the classes, participate in the follow-up of the projects and perform, present and defend their project of representation.

Calculation formula of final grade

The follow-up of the investigative work and participation in the classes will reveal the investment each student made, and how he did it. It will also reveal students’ gains from classes, bibliography and critical group-class sessions. On the other hand, the students´ performances overview will allow them to become aware of their learning progress and directions to try and/or consolidate. This monitoring will correspond to 40% of the final classification.
The final result obtained from the research work will represent 60% of each student’s final classification.

Internship work/project

The student must complete the following tasks:

- to develop a project of representation and graphic expression of a territory, approaching an integrated way and under a culturalist perspective the scientific, artistic and technological areas, and revealing Drawing as the transversal area of knowledge the one that promotes these connections;

- to include in the developing project the contributions of the invited speakers to approaching representations of the territory from their own prism of activity.

Special assessment (TE, DA, ...)

Students with special status or condition must establish with the teachers a Distributed Assessment plan for the component of study and work related to the Contact Hours, in a way equivalent to that of the other UC’s students, but in accordance with their conveniences. The plan must be established in the first two weeks.

Classification improvement

In accordance with the Faculty Evaluation Regulation, it is settled the improvement of classification in this UC can be achieved by frequency in the following edition of the UC in the course.

Observations

Student will belong to a research group. Therefore, we expect him to be autonomous as well as able to work in a group. Thus, the student will exercise his decision-making power over his knowledge development.

The proposed teaching method will be based on individual and collective research, such as if “Territory’s Representations, its Drawings and Images” was a laboratory. The assessment system will be of an integrated perspective, regarding the entire process and involving a common and responsible participation, both in the definition of the criteria and in its application - under the teachers’ guidance. With these two supports, we can build a process of active and participated knowledge.

Investigative work was chosen to foster a harmonious and synchronized development, both individually and as a group. Thus, and aware of partnerships and networks of knowledge, it will be possible to achieve specific knowledge and skills which were outlined as a cohesive and meaningful body.

On the other side, the followed assessment method will promote individual and collective responsibility reinforcing transversal knowledge and at different times. Therefore, it will be adequate to the development of the mentioned body of knowledge and skills