Tourists’ perceptions of world heritage destinations: the case of Guimarães

Guimarães is a world heritage site (UNESCO) since December 2001, and is hosting the European Capital of Culture (ECOC) in 2012. This paper examines the profile, destination image and motivations of tourists’ visiting Guimarães before the cultural event. Based on survey responses from 276 tourists, this study found that tourists arrived to Guimarães came from the two most important cities in the northern part of Portugal (Porto and Braga). They are relatively young and well educated compared with the average tourists that visited Portugal. The results suggest that many tourists are aware of the city status as a world heritage site encompassing a historic centre, monuments, and architectural buildings. Further, these perceptions shape the image of Guimarães, as the factor analysis indicates that “historical background and functionality” is the most reliable and valid factor behind the choice of visiting the city. Finally, the main tourists’ motivation to choose Guimarães as theirs destination is educational, rather than recreational as they want to live a learning experience.

Teaching drawing: an interdisciplinary pedagogical experience in a graphic design course

Various authors have written about the importance of drawing in design methodology. Their general conclusion points drawing as an essential tool for design research, as it allows investigation of several alternative solutions in design process (Cross, 2007). The recent profound changes in design nature (Norman, 2011), justify a discussion on the purpose of drawing in design courses. As a consequence of this new reality, the educational institutions face the challenge of the definition of their curricular structures and teaching methodologies. Among others, concepts such as collaboration and multidisciplinary design approaches have been discussed as strategies for design education (Heller and Talarico, 2011, pp. 82-85). In this context, and using our teaching activity experience in Drawing and Design areas, the authors discuss:  how can drawing methods be included in the current design teaching?  can drawing be considered as an interdisciplinary approach?  what contributions can these methodologies provide to the educational/learning process? Based on these concerns, we developed an interdisciplinary project in the Graphic Design Course with two curricular units: Drawing 1 and Aesthetic and Design Theory 1. In this article the authors present the aims and process developed, and discuss the outcomes of this pedagogical experience.