Sílvia Simões

en

Nasceu no Porto, 1974. 

Licenciou-se em Pintura, pela Faculdade de Belas Artes do Porto, FBAUP (1998). Mestre em Artes Digitais Multimédia, pela Universidade Católica (2001). Pós-graduação no curso “Técnicas del dibuxo” Politécnica de Valencia (2007) e Doutorada em Arte e Design pela Universidade do Porto (2013)

Leciona na Faculdade de Belas Artes da Universidade do Porto desde 2000, onde é no momento Professora Auxiliar do Departamento de Desenho. Iniciou a prática artística em 1995 que continua dando particular destaque à área do desenho, fotografia e pintura e instalação.

Co-editora da revista Psiax. 

Como investigadora é membro integrado do Instituto de Investigação em Arte, Design e Sociedade da Faculdade de Belas Artes da Universidade do Porto (I2ADS). 

Está representada em coleções públicas e privadas.

research

research expositions (collaborated)

  • Mapping Territories: Drawing and Representation of Space. (last edited: 2024) author(s): Pedro Alegria, flavia costa, Sílvia Simões This exposition is in progress and its share status is: visible to all.
    A distinct space is defined by a complex web of relationships that characterize and distinguish it. Capturing these intricate connections proves to be a challenge, and within this context, delving into drawing becomes pivotal—an integral tool in the learning journey. The interplay between the digital and the analog in the realm of drawing as a medium for understanding and representation is explored. Appreciating the essence of space and its portrayal holds paramount importance in engineering education. Thus, we proposed a series of three distinct sessions, each offering diverse content and methods yet crucial for initiating STEM students into drawing as an analog tool for comprehending and representing space. Observing, perceiving, selecting, and representing (Massironi) are foundational. Tailored for FEUP students, the workshop aims to empower participants with analytical, representational, and communicative skills for spatial comprehension through engaging drawing activities. These workshops are thoughtfully structured, assuming that the targeted students may not possess fundamental drawing competencies. The sessions unfold progressively, presenting participants with content of increasing abstraction.
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