| Code |
15569
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| Year |
2
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
OT(15H)/TP(45H)
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| Scientific area |
Philosophy
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Entry requirements |
.-
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Learning outcomes |
The generic objectives of the curricular unit are: differentiating aesthetics by the specificity of its object and its methodological implications; dedicate yourself to the study of issues and concepts and explore the main concepts in the history of aesthetics.
In the end, the student must have acquired:
- knowledge in the field of aesthetic information, what it is, what its field of application is, what its operating mechanism is, in order to formulate a clear and concise characterization of philosophical aesthetics;
- skills regarding the preparation, in writing and orally, of comment exercises and synthesis of the fundamental aspects of the texts of authors presented for study;
- skills that aim to determine the reference that aesthetic theories constitute for the aesthetic analysis of the value of the work of art, so that this analysis allows opening up to new aesthetic perspectives.
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Syllabus |
Introduction. Presentation: teacher, students, program, work materials, methodology and evaluation. Notion of Aesthetics. Aesthetic concepts. Aesthetic problems.
1. Around a theory of beauty.
2. Aesthetics: art of fiction.
3. Kant's (analytical) aesthetics
4. Hegelian interpretation of aesthetics
5. What is art? What is art criticism?
5. What is art? What is art criticism?
6. The work of art as intentionality and meaning
7. The aesthetic idea. Cinema and sensation
Conclusion. The Cinema Spectator. The current nature of beauty in the face of the crisis of representation.
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Main Bibliography |
Benjamin, W. (2006). A Modernidade. Assírio e Alvim.
Blanché, R. (1979). Des catégories esthétiques. Vrin.
Cassirer, E. (1994). A filosofia do iluminismo. Unicamp.
Costa, C. C., S. (2001).Tópica estética: filosofia, música, pintura. IN-CM.
Dufrenne, M. (1953). Phénoménologie de l’expérience esthétique. PUF.
Gaut, B. and Lopes, D. M. (2001). The Routledge Companion to Aesthetics. https://monoskop.org/images/0/03/Lopes_Dominic_Gaut_Berys_The_Routledge_Companiom_2001.pdf
Heidegger, M. (1983). A proveniência da Arte e a determinação do Pensar (pp. pp. 135-149). Vittorio Klostermann.
Hume, D. (2002). Ensaios Morais, Políticos e literários. IN-CM.
Kant (1992). Crítica da faculdade do juízo [Kritik der Urteilskraft, 1790]. Imprensa Nacional-Casa da Moeda.
Llano, A. (1989). La nueva sensibilidad. Espasa-Calpe.
Lyotard, J.-F. (1988). L’Inhumain, causeries sur le temps. Éditions Galilée.Benjamin, W. (2006). A Modernidade. Assírio e Alvim.
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Teaching Methodologies and Assessment Criteria |
Teaching methodologies link theoretical sessions with practical sessions. The sessions follow a repertoire of forms participated by the teacher and by students who bring together the objective description of the working documents, explanation and subjective discussion notes, articulated with tutoring for review especially of the objective description.
The evaluation uses the following methods and criteria: participation in the work of the weekly sessions, carrying out The evaluation uses the following methods and criteria: participation in the work of the weekly sessions and reading, commenting and summarizing the documents referenced for study, preparing two class questions and, finally, carrying out a critical group essay that will be presented orally in a classroom context. The following weights are assigned to each: Participation 10%; class questions 20%; Critical group work with oral presentation 70%.
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Language |
Portuguese. Tutorial support is available in English.
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