|Pop Art and Culture||150ACPO|
|3||Undergraduate||Cultural Studies||5 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|Promote knowledge and understanding at a level that, based on secondary knowledge, develops and deepens. Thus, the CU seeks to develop the critical capacity for identifying the conceptual domain of culture and cultural production, namely the Pop movement, as part of the social dynamics of the period to which it reports.|
Culture representational systems;
culture the shared system of meanings;
Different types of culture; culture and social capital;
the power of the images; the centrality of vision; the photograph in R Barthes, Sontag S and P Bourdieu;
the Frankfurt School: Adorno; Benjamin:
2 POP ART
What is the Pop-Art?
Origins and influences
Pop Art in the USA and in Great Britain
The aims, philosophy and methods of Pop Art
famous artists: USA & Britain
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Capacity of understanding and questioning the concept of culture as applied to artistic production and consumption (UL1)|
Ability to define Pop Art as aesthetic curent but also as a counter-culture (UL2); acquisition of basic knowledge of the artistic movement in question (UL2)
Such a teaching / learning strategy aims at developing in students the capacity to identify and solve issues within their area of ??study, as well as the ability to constitute and substantiate their own arguments.
|Teaching Methodologies (Including Evaluation):|
|Teaching based on lectures of expository nature|
viewing of documentaries on Pop Art artists and works
one written test (30%)
two presentations (30% + 40%)
The evaluation will be based on the student's ability to apply the acquired knowledge and understanding, which should show a professional approach to the work developed in their vocational area.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The nature of the course is eminently theoretical This is in line with the type of classes and with the analytical skills and understanding to develop. Students should develop the ability to collect, select and interpret relevant information, particularly in their area of ??study, to enable them to base their solutions and the judgments they make, including in analyzing relevant scientific and ethical social aspects; develop skills that allow them to communicate information, ideas, problems and solutions, both to specialists and non-specialists.|
1- BARTHES, R. (1998) A Camara Clara, Lisboa: Ed 70.
2- COLLINS, B (2012) Pop Art. Paris: Phaidon.
3- MOUTINHO, Ana Viale (2000), “Andy Warhol e a era da reprodutividade técnica”.In: Revista da UFP nº 5 p. 187-195
4-BERGER, J (1996), Modos de ver. Lisboa : Edições 70
1-DE NIEVES, R; MINTER, M; ZHEN, X; BERNSTEIN, F; BACHER, L WILSON, F. (2018),“Warhol six times” in Art in America. Vol. 106 Issue 10, p68-75.
2 -HONNE, K (2015) Pop Art (Basic Art), Berlin:Taschen
ADDOFF, S H, (1997) Pop Art: A Critical History. Berkeley: University of Berkeley California Press
3- POWER, Kevin (1990) Andy Warhol : a vida como estilo / Kevin Power
In: Artes & Leilões, 1990. - Lisboa. - A. 2, n. 6 (Out./Nov. 1990). - p.36-46
4- PRODGER M. (2015) “Outside the bubble: there was more to pop art than soup cans and Whaam!” In: New Statesman.Vol. 144 Issue 5280, p70,