LAVEN_STANGL-ZNANSTVENA MONOGRAFIJA 2016_Visual Literacy.pdf

inter-disciplinary.net

The conception of General Educational Program in the Czech Republic in the art education sector, implemented the semantization process as main differentiating approach from traditional reflexive model. Visual art is by this methodology understood as non fungible means for cognition and communication, and creativity as basic element of dynamic artistic process, where student acts as self-reliant individuality. The art production and interpretation consist of sign-constructs that enable existential self re-creation of students in interpretation process, and so becomes personal and social experimental practice in semantization. The main innovation, compared to the traditional art education, resides in semantic interpretation of visual expressivity and content interpretation of visual perception that facilitates conscious perception, creation and interpretation of visual expressions, emphasizing the role of communication. The second part discusses practical application of semantic approach on selected projects. The project EduArt, developed on national level, as a pilot methodology of imaginary implemented in the elementary education that verifies semantic methods in form of experiments. The results from theoretical research have been also utilized into the curriculum of 2 newly accredited disciplines at the Charles University in Prague (CHUP) -1) Electronic Culture and Semiotics; 2) New Media Studies.

2015

This paper examines the literacy knowledge one teacher draws upon in a visual arts lesson on two-dimensional artefact appraisement with his middle years students. Transcriptions of video-taped extracts of the lesson’s introductory phase are presented and analysed. The analysis focuses on the part of the lesson where the teacher, Mr Brandt Ember, scaffolds the students through the elements and principles of visual design (QSCC, 2004, p. 52-53) framework. Whilst not using a grammatical metalanguage with the students, he consciously draws on his own understandings to identify the linguistic and grammatical complexity of the introductory tasks. Mr Ember assists the students to de-nominalise the framework terms by highlighting their material processes, that is, their action, so the students can more easily identify with them. Mr Ember also enters into a phase of modelling and joint construction with the students to use the framework to build the types of nominal groups the students will ...

Journal for the Interdisciplinary Art and Education, 2021

The information age has some variables such as technology, environment, economic and social structure. In order to be adapted to these variables, it is necessary to prepare individuals by using education. It is the 21 st century skills that direct the continuous development of the information age. 21 st century skills determine the change structure of the age, which is made meaningful by technology in a sense. Societies that want the process to function properly and to be the architect of change create the programs they apply in educational institutions for this purpose. For this reason, they give priority to literacy skills in different disciplines in their schools. Visual literacy, one of the important skills, is a quiet new concept. Although it is conceptually new, it is old enough to reach the basic principles of painting. Visual literacy skill, which is increasingly important in the information age, affects an individual's competencies such as perceiving, thinking, analyzing, interpreting and designing directly. In addition, it is a skill that should be acquired to each individual as it contributes greatly for healthy communication and self-expression correctly. For this reason, visual literacy skill is an issue that needs to be focused on sensitively in the visual arts discipline while preparing students' learning outcomes in the 21 st century school environment. The aim of this study is to evaluate the process of teaching students literacy skills, whose importance is emphasized within the context of 21 st century skills, through the visual arts course. 21st century skills were explained in detail in the study, the definition of visual literacy was explained and the importance of this literacy education was conveyed. The study will be a resource for academicians and individuals who research on the subject. To cite this article Danis, S. (2021). An assessment in the light of 21 st century skills: The importance of visual literacy education in visual arts class. Journal for the Interdisciplinary Art and Education, 2(1), 33-41.

inter-disciplinary.net

International Journal of Education Through Art, 2019

CEPS Journal, 2019

• In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers' further professional training in the visual arts area.

This book is an edited volume, with contributions by Barbara Stafford, W.J.T. Mitchell, Jon Simons, Jonathan Crary, and others. It was the product of a combined conference and exhibition of the same name, which has generated another book, "Visual Practices Across the University" (which is uploaded, in its entirety, on this site) and "Visual Cultures" (not yet published). "Visual Literacy" is intended to survey the meanings of the expression, and related notions such as visual competence. Some contributors are interested in the theory of literacy when it pertains to the visual; others in its rhetoric; and others in its implementation at college and secondary school level. The book is intended to serve as a resource for conversations about what comprises minimal or desirable visual ability, competence, or literacy in a university or secondary-school setting. This text is the introduction, the only part of the book I wrote--and so the only part I will upload here.

Journal for the Interdisciplinary Art and Education, 2021

The information age has some variables such as technology, environment, economic and social structure. In order to be adapted to these variables, it is necessary to prepare individuals by using education. It is the 21 st century skills that direct the continuous development of the information age. 21 st century skills determine the change structure of the age, which is made meaningful by technology in a sense. Societies that want the process to function properly and to be the architect of change create the programs they apply in educational institutions for this purpose. For this reason, they give priority to literacy skills in different disciplines in their schools. Visual literacy, one of the important skills, is a quiet new concept. Although it is conceptually new, it is old enough to reach the basic principles of painting. Visual literacy skill, which is increasingly important in the information age, affects an individual's competencies such as perceiving, thinking, analyzing, interpreting and designing directly. In addition, it is a skill that should be acquired to each individual as it contributes greatly for healthy communication and self-expression correctly. For this reason, visual literacy skill is an issue that needs to be focused on sensitively in the visual arts discipline while preparing students' learning outcomes in the 21 st century school environment. The aim of this study is to evaluate the process of teaching students literacy skills, whose importance is emphasized within the context of 21 st century skills, through the visual arts course. 21st century skills were explained in detail in the study, the definition of visual literacy was explained and the importance of this literacy education was conveyed. The study will be a resource for academicians and individuals who research on the subject. To cite this article Danis, S. (2021). An assessment in the light of 21 st century skills: The importance of visual literacy education in visual arts class.

2017

The paper deals with the issue of the role and relevance of visual arts and design as a subject, in the context of the planning and development of a viable and an articulate education course curriculum. It has been the focus of the attention and the discourse amongst professionals and educators alike, for these past few years. The above mentioned role, context and relevance are best exemplified by pointing out the context that is embedded in the methodological and technological content, and the implications for industry, a role which is predicated by the actions, the principles and the purpose of the circumstance under review. The paper states that this context refers to the debate which surrounds the use of a specific language format, one that will eventually determine the interpretation of such a language / subject matter that is under deliberation. Furthermore, we emphasize the issue of relevance or relevancy which implies or signifies the appropriateness of the need and urgency ...

Educatia 21, 2018

The aim of our study is to highlight the potential of using the blended-learning, flipped classroom, learning strategies in developing the students' competences in the subject of Visual Arts and Practical Abilities within the framework of European school partnerships. The practical and process-oriented research will investigate and describe the gains of flipped classroom strategy in improving the artistic-plastic performances of young students aged 7-9 years, participants in the eTwinning Programme. By means of comparative analyses, we will bring out the effects of applying this strategy to students from Romania, Poland, Turkey and the Republic of Moldavia with regard to forming and developing their visual art competences. We framed these specific competences present in the 4 European countries'curriculum into the plastic theme category, with the subcategories of observing the artistic movement, selected technique, type of chosen tools and materials, lines diversity and expressivity, diversity and complexity of shapes, chromatic harmony, colour surface, ornamentation of composition.