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Dissertations / Theses on the topic 'Literacy Visual education'
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Atkins, Sarah-Jane. "Constructing visual literacy." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070320.162932/index.html.
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Avgerinou, Maria. "Visual literacy anatomy and diagnosis /." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.341578.
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Golubieski, Mary R. "Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1050012957.
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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003.Title from first page of PDF document. Document formatted into pages; contains xv, 316 p. Includes bibliographical references (p. 265-280).
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Meral, Lynda S. "Visual literacy for the 1990's." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/761.
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Wang, Ye. "Literate thought metatheorizing in literacy and deafness /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124137478.
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Soleil, Naome. "Image and voice in adult literacy." Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/42516.
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This qualitative research study explores the use of television as text in
adult literacy as a means of bridging orality and literacy. The reason for selecting
television as an educational tool was to provide equal access to stories for both
non-readers and readers of print, and the 22 research participants were required
to complete a survey and participate in four 2-hour workshops, and a taped
interview. During the workshops, participants learned to actively engage with
the texts that were edited stories from the Canadian television series North of 60.
The researcher included reading strategies to encourage the participants'
interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993;
Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing
reflective responses.
First, how television as text influences an adult literacy student's ability to
transfer information from oral texts into print texts is analyzed. The findings
indicate that television allows non-readers, reluctant readers, and delayed
readers of English to learn literary terms and conventions that apply to print
stories and practise four domains of language acquisition - listening, speaking,
reading, and writing. A selection of each participant's written responses to the
stories and interview fragments have been analyzed. Whenever possible, the
selection is based on a participant's favorite story or personal connection to a
character.
Second, the effect of brainstorming on written responses has been
examined. This technique is a pre-writing strategy the researcher used not only
to assist the participants in recording vocabulary relevant to the story, but also to
provide opportunities for sharing ideas in the construction of meaning. Based on
data collected during the interviews, individuals with short-term memory
problems indicate that repetition of vocabulary through brainstorming, note-taking,
and discussion reinforces memory retention, and second language
learners gain knowledge of pronunciation by hearing and rehearsing vocabulary
from the stories.
Third, factors contributing to the participants' reflective oral and written
responses to the television stories have been analyzed. The main factors
contributing to reflective thinking and writing involve the research pedagogy
and the development of reflective skills through practice. The researcher's
reflective methodology combines phenomenology, critical ethnography, and
emancipatory practice from the diverse perspectives of van Manen (1990), Haig-
Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have
informed this study together with other researchers in the respective fields. This
method situates the research participants and the researcher in a partnership in
which everyone contributes through dialogue to the learning process.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Callow, Jonathan D. "Show me developing a broader view of visual literacy in education /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/46397.
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Thesis (Ed.D.)--University of Western Sydney, 2007.A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Palmer, Lydia S. "The state of media education implementation in Rochester, NY K-12 schools /." Online version of thesis, 2009. http://hdl.handle.net/1850/10630.
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Allen, David Harold. "As well as painting : teaching for visual literacy in English secondary schools." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295048.
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Wittwer, Kristin. "Teaching computer literacy for visually impaired students in higher education." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834646.
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People with vision impairments are under-represented in the workforce, largely due to discrimination. Also, in order to be qualified for most types of employment, people will need to be computer-literate in the future. Therefore, teaching computer literacy is an important part of postsecondary education. Particularly the availability of adaptive computer equipment and improvements in legislation prepare the ground for a computer-literate visually impaired person to achieve equality and become an integral part of the workforce.This thesis addresses the issues involved in teaching computer literacy for visually impaired students. It introduces several examples of computer literacy courses at institutions of post-secondary education, as well as discusses the CS 104 course designed and taught by Dr. Roy L. McCormick for visually impaired students at Ball State University.Department of Computer Science
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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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Helsby, Wendy Frances. "Comics in education : the link between visual and verbal literacy : how readers read comics." Thesis, University of Southampton, 1999. https://eprints.soton.ac.uk/194425/.
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This case study investigates how readers read comics. The work, based upon Roland Barthes' concept of relay discussed in Image, Music, Text (1977), considers that a reader tmderstands the comic at the higher level of the diegesis by switching between signifying systems. The research fmdings suggest that the reading of comics requires visual and verbal intermediate literacy skills and that textual coherence occurs for readers when they reach the critical point in their own reading. The coherence of the text and critical point for the reader are achieved as a result of the cOlmections between the signifying systems of description and depiction, at the level of the individual sign and the textual structure. The analysis of such data as the features of the comic and readers' responses to texts, proposes a model based upon the concept of a core and periphery spiral. It suggests that knowledge frameworks, visual and verbal literacy and the metalinguistic skill of 'relay' are required to read the comic text; but in order to reach a critical point for understanding these need to be synthesised with affective responses. The comic form is also placed into a cultural and literacy context and implications of the fmdings for using this form in education are discussed.
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Schnobrich, Kathleen Marie. "The Relationship between Literacy Readiness and Auditory and Visual Perception in Kindergarteners." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241010453.
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Comminos, Linda. "Exploring one teacher's pedagogical procedures in the study of visual literacy through art| A case study." Thesis, Illinois State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538793.
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My study suggests by adding cultural relevant material to a curriculum does not alter the way a teacher teaches, it changes the "why." By selecting material that connects students in regards to their social, cultural or historical experience a teacher adds to the creditability of the lesson. The selection of a culturally relevant subject changes the detached "Why I am drawing this" to a subject that has a deeper meaning. The study of culturally relevant material provides students with cultural "depth" that becomes a part of their visual experience. Cultural depth is a necessary component in developing critical thinking skills and becomes a foundation for a student's creative expression.
A necessary goal of art education is visual literacy. Visually literacy requires no tactile skill, it is the critical thinking component of art. The tactile skill component of art used to express ideas in a creative way varies from those with talent (the ability to draw well) to those with very little or none. Visually literacy transcends talent. Little talent is need to develop the ability to put in context and frame visual and written information allowing one to discern the fiction from the non-fiction.
African-American art and artist were selected for my case study but the subjects studied do not need to be limited to demographics or ethnicity. There are many social and political issues within and outside the students' community that would have relevance. The key to improving visual literacy is connecting subject relevance to the students, in order to develop critical thinking skills and to have students think about what they see. The goal is always is to improve students' learning and achievement.
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Karefilaki, Kiriaki D. "The development of image understanding : implications for visual literacy in older adolescents and young adults /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171195132.
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McDougall, Jenny Kay, and j. mcdougall@cqu edu au. "Changing mindsets: A study of Queensland primary teachers and the visual literacy initiative." Central Queensland University. Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050502.120010.
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'Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland.
Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews.
The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus.
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Pendergrass, Lynne M. "Shifting Their Thinking: Using Visual Images to Encourage Critical Thinking in Young Learners." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707300/.
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The purpose of this qualitative inquiry is to explore critical visual literacy in a first grade classroom at a private school. This case study design focuses on students learning how to take a critical stance by focusing on the visual images, children's picture books, and visual arts masterpieces. The research question guiding this study is: How does a visual literacy approach using inferential and critical questioning support first graders' development of critical literacy? Four social issue topics were discussed which were exploring difference, bullying, poverty and global issues. The students engaged in conversations on each topic that were prompted by a specific set of questions to invite a critical stance. This study encouraged multimodality as it opened up a space to make thought visible in ways that go beyond printed words. The students were able to demonstrate their thinking and understanding by sharing their voice on the various topics through writing, art, music or acting. The inclusion of art was a valuable tool for building a deep understanding of self and others. Findings from this study support the development of social empathy in students and can be linked to morality theory and moral education. The study points to the significance of visual images and art in the development of agency in students while also initiating a change in how students approach all texts. Additionally, this study supports the use of inference as a tool for critical literacy with visual images. This approach to the curriculum encouraged students to become critically aware of the messages in their everyday worlds. The goal was for the students to develop a confident voice that can speak back to a text.
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Wallner, Lars. "Framing Education : Doing Comics Literacy in the Classroom." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142067.
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Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.
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Passos, Jeane dos Reis. "A information literacy e os deficientes visuais: um caminho para a autonomia?" Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-04112010-151448/.
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Esta tese se propõe a discutir a problemática dos deficientes visuais, que tenham ingressado ou que sejam egressos do ensino superior paulista, do ponto de vista informacional, de forma a identificar como esses estudantes percebem a necessidade, adquirem, compreendem e utilizam a informação. Para tanto, realizou-se uma revisão bibliográfica discutindo os aspectos históricos e conceituais da Information Literacy, bem como suas ações voltadas para estudantes do ensino superior. Contextualizou-se o ambiente informacional do deficiente visual brasileiro, focalizando o ensino superior, bem como, ponderou-se sobre que cenário se apresenta a esses cidadãos do ponto de vista intelectual, tecnológico, de acesso aos recursos físicos, e de conteúdo. Nesse contexto, buscou-se mapear o conjunto de habilidades e competências informacionais a serem desenvolvidas pelos deficientes visuais, no processo de construção de trabalhos acadêmicos, compreendidas a partir do modelo Information Literacy desenvolvido por Carol Kuhlthau denominado Information Search Process ISP, no desenvolvimento dos instrumentos de coleta, no processo de coleta propriamente dito e na análise dos dados coletados. Por trata-se de um estudo exploratório, trabalhou-se numa abordagem qualitativa, elegendo o estudo de usuário para mapear as questões propostas. Realizou-se a entrevista semi-estruturada com 10 deficientes visuais pertencentes às modalidades do ensino superior de graduação e pós-graduação. Elaborou-se os resultados a partir do diagnóstico realizado na pesquisa e o estudo realizado por Christina Doyle no qual apresenta um levantamento dos predicados para uma pessoa ser considerada competente em informação. Como resultado final, apresenta-se um elenco de possíveis ações para que os atores do processo educacional do deficiente visual, sobretudo na educação superior, possam definir ações necessárias ao desenvolvimento ou promoção de programas de Information Literacy específicos para deficientes visuais, com o intuito de torná-los competentes em informação. Identificou-se que essas ações estão contidas em três dimensões relacionadas às barreiras de acessibilidade: informacional, digital e no âmbito dos relacionamentos.This thesis discuss the issue of visually handicapped, who have ingressed or egressed on higher education of São Paulo as information is regarded; identifying how these students realize the information need and how to acquire, understand and use it. Therefore, a bibliographic review has been developed to discuss the historical and conceptual aspects of Information Literacy, as well as its actions aiming students of higher education. The Brazilians visually handicappeds environment was regarded, focusing on higher education and considering the intellectual, technological, access to physical resources and content scenery in which they live in. In this context, a map of abilities and information literacy skills to be developed by visually handicapped was created, starting from Carol Kuhlthaus Information Literacy model named Information Search Process ISP, which shows the development of gathering instruments, the gathering itself and the analysis of the gathered data. Because it is an exploratory study, a qualitative approach was considered, using the user study to create a map of the questions proposed. A semi-structured interview was made with 10 visually handicapped on graduation or postgraduate education. Produced the results from the diagnosis made in the research and study by Christina Doyle which presents a survey of the predicates for a person to be considered \"information literate.\" As a final result, it presents a list of possible actions for the actors of the educational process of the visually handicapped, especially in higher education, can define actions necessary for the development or promotion of Information Literacy programs specific to the visually handicapped, in order to make them competent in information. It was identified that these actions are contained in three dimensions related to the barriers of accessibility: informational, digital and within relationships.
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Peck, Christian. "THE EFFECTIVENESS OF VISUAL AIDS IN MOTIVATIONAL COUNSELING ON ORAL HEALTH LITERACY." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2750.
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Purpose: The purpose of this study is to determine if motivational interviewing with written/illustrated infant oral health education provided to caregivers of pediatric dental patients increases caregivers’ oral health literacy compared to verbal only motivational instruction. Methods: This is a cohort study of caregivers and their child receiving oral health anticipatory guidance utilizing motivational interviewing with and without visual aids. Caregivers (N=20) of pediatric dental patients age 0-4 that presented to the Virginia Commonwealth University School of Dentistry for a new patient exam were recruited for the study. Caregivers were randomly assigned into 2 groups: the intervention group (IG), and the control group (CG). Each caregiver took a pre-test to determine their infant oral health literacy. Then the IG received infant oral health education using a flipbook, and the CG received the same information in verbal form. Each caregiver had a brief motivational interviewing session. The caregivers then took the same test (post-test). At the pre-test time period, groups were compared by Fisher’s exact test or a two group t-test, as appropriate. The post-test score of the two groups were compared using an ANCOVA. Results: Currently, 20 patients have been enrolled in the study. There was no significant difference between the CG and the IG in the pre-test scores (P= 0.3913) or the post-test scores (P=0.3022). The intervention group had a nominally higher score after the education. Conclusions: This study was only a pilot study with N=20 caregivers. This study may be used to estimate the number of subjects needed to demonstrate a significant difference.
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Washington, Samantha. "Teachers' Perceptions About Addressing Literacy for Students With Vision Impairment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4486.
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Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through social contexts and observations, was used as the conceptual framework for this study. Data were collected from 1-on-1 interviews with 10 volunteer regular education teachers teaching students at the elementary level. The resulting data were analyzed via color-coding transcripts, NVivo running word-frequency queries, and manual review of each transcript. The results revealed the participants did not have training, awareness for the literacy needs of students with visual impairment, or knowledge of the different types of technology used to access and create literacy materials. Although they lacked training and current knowledge of providing literacy instruction, the participants expressed confidence in their ability to research, collaborate, and gain the knowledge needed to effectively do so. The implications for positive social change include implementation of training and/or an education cycle for more efficient instruction when serving a student with visual impairment in the local school district. Efficient instruction can facilitate an improvement in the academic performance of students with visual impairment.
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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.
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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.
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Cross, Ian S. "The production and spectacle of meaning: concepts for language and art as elements of visual literacy." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406712159.
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Mbelani, Madeyandile. "Making visual literacy meaningful in a rural context: an action research case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003551.
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This thesis reports on a collaborative action research case study into the teaching of visual literacy to Grade 10 learners in a rural high school in the Eastern Cape, South Africa. Visual literacy is one of the critical aspects that have been incorporated in the teaching of English First Additional Language as required by the National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 as from 2006. With the aim of improving learners’ performance in visual literacy I designed a visual literacy unit that consisted of lesson plans running over 7 periods in 10 school days. In implementing the unit the learners were first grouped and then exposed to visual grammar and visual texts and then they critically viewed such texts and designed their own. Data was collected daily in the form of individual learner journals, researcher’s journal/diary, and copies were kept of activities done by learners (individually or in groups). Also, two teachers were invited as non-participant observers to each visit a lesson. Learner focus groups were conducted and critical friends were interviewed, tape recorded and transcribed. A camera was used to take still photographs to show learner activities in groups and during group presentations. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and discuss elements of visual language and they finally designed their own advertisements in groups. In the analysis of data the following factors emerged as hindrances for successful teaching of visual literacy in a rural high school: lack of resources; learners’ lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing. As action research comes in spirals, this research represented the first one and the researcher found the study an eye opener and a foundation to build on in the second spiral (that is not part of this research).
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Griffiths, Corona Gracelyn. "An investigation into the visual literacy skills of Black primary-school children from an informal settlement in Cape Town, with particular reference to visual imagery in educational textbooks." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002199.
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This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
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Moran, Renee Rice, Huili Hong, LaShay Jennings, Kayla Knupp, and Edward J. Dwyer. "Improving Visual Memory: A Terrific Teaching Tip." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3345.
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Bandola, Alexandra Isabel Ratado. "Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e secundário realizada nas Escola Secundária Gabriel Pereira e Escola Básica 2, 3 André de Resende : A ideia no desenho, diferentes desenhos no ensino das artes visuais." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/19025.
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O presente trabalho, onde foi desenvolvido o tema “A Ideia no Desenho, Diferentes
Desenhos no Ensino das Artes Visuais”; foi elaborado no âmbito da Prática de Ensino
Supervisionada do Mestrado em Ensino de Artes Visuais no 3º ciclo do Ensino Básico e
no Ensino Secundário, pretende dar a conhecer os aspetos inerentes à Prática de Ensino
Supervisionada desenvolvida no ano letivo de 2011/2012 na Escola Secundária Gabriel
Pereira e Escola Básica André de Resende.
O relatório integra a preparação científica, pedagógica e didática; caraterização do
concelho de Évora; caraterização do contexto educativo, planificação, condução de
aulas, avaliação de aprendizagens e conclui com a análise da prática de ensino e
desenvolvimento profissional.
Possui ainda dois apêndices finais com informação citada e evidências significativas das
atividades desenvolvidas na escola. /ABSTRACT:The present work in which we develop a theme "The Idea in Drawing, Different
Drawings in Visual Art Education"; was prepared to achieve de Master Degree on
Teaching of the Visual Arts in the 3rd Cycle of Basic and Secondary Education, and it is
focused in the teaching supervised practice developed at the Escola Secundária Gabriel
Pereira and Escola Básica André de Resende Schools, during the academic year of
2011/2012. The report includes scientific, educational and didactical preparation;
characterization of the municipality of Évora; school planning, conducted lessons and
learning evaluation; and concludes with teaching analysis and professional
development.
It also includes two final appendices with quoted information and significant evidence
of the schooling activities. NOTA: em virtude de esta Tese conter apêndices de formatos diversos e incompatíveis para a introdução no repositório, só poderão ser consultados na Biblioteca Geral da Universidade de Évora.
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Bruning, Merribeth J. "Use of integrated technology for teaching multicultural concepts for children in second grade." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861396.
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The purpose of the study was to determine if instruction with or without the use of integrated technology made a significant difference in the mean scores of second grade children in a unit of instruction concerning multicultural education and if there were any gender bias.The unit for Multicultural Education was created by the researcher. The researcher designed the Multicultural Cognition Assessment I (pretest), Multicultural Cognition Assessment II (posttest), and Child Preference Inventory instruments.The school corporation chosen as the site for the research had two elementary schools in neighboring towns with two sections of second grade each. Each school had a racially homogeneous population (Caucasian) and similar technology available. One class from each school received lessons with technology, and one class was taught without technology. There were 90 students in the study with complete data available for 78 students. After an initial observation, the researcher conducted the study on Wednesdays for six subsequent visits.ResultsA repeated measures analysis with one within-subject factor (pretest, posttest) and two between-subjects factors method (showing the difference between the use of technology and without technology and gender) was used to test Hypothesis I and II. Hypothesis I concerned the method of instruction and resulted in p = .445>.05. Hypothesis II concerned the effect of gender and resulted in p = .075>.05. No significant differences were found. Both hypotheses were accepted. There was no interaction effect between method and gender. There was a significant difference between the overall mean scores in the Pretest and Posttest analysis at p = .007<.05. A one sample t test was applied to determine if the mean of the overall preference was zero on the Child Preference Inventory. The result of the one-tailed t test resulted in t value of 13.32 with p = 0.000, indicating a positive response toward technology.Department of Elementary Education
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Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.
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Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.
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Southern, Alex. "From visual education to 21st century literacy : an analysis of the Ministry of Education's post-war film production experiment and its relevance to recent film education strategies." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14172/.
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In 1943 the Ministry of Education took the decision to sponsor the production of an experimental programme of nonfiction films specifically to be used as ‘instructional’ teaching aids in the secondary classroom. The intervention was a development of pre-war efforts on the part of a number of organisations from the teaching and cultural sectors to realise the value of ‘educational’ film, in response to recognition of the medium’s social and cultural influence. This historical example demonstrates that government recognition of film as an educational resource has been achieved in the past. However, in 2012, the British Film Institute (BFI) launched a new education plan, at the centre of which was the aim to advocate the value of film education to Government (British Film Institute, 2012c). This aim had been the focus of film education initiatives in the previous decade without resolution, for example in the national strategy Film: 21st Century Literacy (UK Film Council, 2009). My research analyses the Ministry of Education’s production experiment in order to discover whether the findings can inform current film education strategies and offer an insight into why the struggle for government recognition of film education still remains. This research combines film theory, archival research and education histories in order to contextualise the films within the particular historical moment of their production. I apply a pragmatic approach to the postmodern and poststructural theories of for example, Nichols (1991), Plantinga (1997), Renov (1993) and Winston (1995) in my textual analysis of the 16 films, sourced from the British Film Institute National Archive. The analysis of form and style informs my discussion of concepts of realism, ‘objectivity’ and ‘truth’ in relation to the films and the social and political ideologies conveyed through the texts. I also analyse contemporary documentation sourced from The National Archives in order to identify the objectives, the pedagogical rationale and the ideological project motivating the Ministry’s experiment as a whole and evaluate its outcomes. I argue that the methodology of the Ministry of Education experiment was flawed so that no definitive conclusions were drawn regarding the educational ‘value’ of film. Furthermore, the ‘experiment’ was turned to political purpose so that the ideological project informing and conveyed through the filmic discourse actually worked to impose the social stratification inherent within the post-war tripartite education system. I also argue that, due in part to technological advances which have removed the need for state sponsorship of educational film production, government recognition is now unnecessary, and carries the risk of ideological and political incentives overcoming the pedagogical objectives of ‘21st century literacy’. I make the recommendation that film education initiatives should exist outside of political agendas and instead build links with teacher training institutions in order to ensure the driving force behind its practical application is pedagogical rather than political.
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Huffstetter, Olivia Claire. "Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619043241765287.
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Lorenzet, Fabiana Lazzari. "Leitura literária da narrativa visual na educação infantil." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1371.
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Com a meta de contribuir para os processos de letramento de crianças de 4 anos, esta dissertação investiga peculiaridades acerca do modo como crianças dessa idade leem narrativas visuais presentes em acervos destinados à Educação Infantil do Programa Nacional Biblioteca da Escola (PNBE) 2014. O texto discute a presença da literatura infantil, imbuída pela experiência, imaginação da criança pequena e pela mediação com os títulos disponibilizados às escolas públicas brasileiras. A pesquisa justifica-se em virtude da necessidade de promover estudos e divulgação de obras literárias enviadas às escolas públicas brasileiras como também pela necessidade de estudar processos de mediação literária com crianças pequenas. A investigação primeiro discute como as narrativas visuais selecionadas se constituem discursivamente, apelando ao seu destinatário. Em seguida, realiza-se pesquisa empírica com crianças em grupo, a fim de analisar como atuam no processo de construção de sentido de narrativas visuais, a partir de situações de mediação planejadas intencionalmente pela pesquisadora. A relevância social e científica da pesquisa consiste em promover estudos acerca de obras distribuídas as escolas pelo Governo Federal, como também subsidiar profissionais e pesquisadores que trabalham com a Educação Infantil, a fim de qualificar a presença da literatura nesse ambiente formal de aprendizagem. A fim de sustentar teoricamente a pesquisa, no que diz respeito à interação, mediação, linguagem e aprendizagem, buscamos apoio teórico de Vygotsky (1998, 2000 e 2007) e Bakhtin (1981); para estudar a infância, usamos Ariès (1981) e Postman (2011); para fundamentar o conceito de literatura infantil, referendamos Zilberman (2003), Ramos (2010), Cosson (2006) e Colomer (2003, 2007); como aporte teórico para estudar a estrutura narrativa, buscamos apoio na obra de Adam (2008); por fim, para atender as questões da visualidade de narrativas por imagem, valemo-nos de Oliveira (2008) e Panozzo (2001). A pesquisa tem abordagem qualitativa. A pesquisadora realizou e mediou as sessões de leitura em turma de Educação Infantil as quais foram registradas em videogravações. Inicialmente foram selecionados cinco livros de narrativas por imagem, escolhidos pelo PNBE 2014 - Categoria 2, Educação Infantil - 4 a 5 anos –, para serem trabalhados com turma de 13 crianças de 4 anos em Escola do município da serra gaúcha. De posse dos dados obtidos e das categorias que deles emergiram, o estudo encaminhou-se para análise. Nesse propósito, os resultados apontam para as contribuições da leitura literária do livro de imagens no cotidiano escolar de crianças em idade pré-escolar. Verificamos que as crianças, em situações de interação, auxiliam, complementam, convergem, divergem, expressam suas opiniões quer seja pela fala ou outras formas de expressão. O livro de imagens mostrou-se valioso objeto cultural que promove autonomia, interação e liberdade de compreensão.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-11-21T18:23:06Z No. of bitstreams: 1 Dissertacao Fabiana Lazzari Lorenzet.pdf: 4615675 bytes, checksum: 1fdfde49bb53cb6d844c7c99aaa42f61 (MD5)
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Aiming at contributing to processes of literacy in 4-year-old children, this study investigates peculiarities about the way in which children of this age read visual narratives present at collections destined to Children Education in National Program of School Library (PNBE) 2014. The text discusses the presence of children literature, imbued with experience, with imagination of young children, and with mediation with the titles made available to Brazilian public schools. The research is justified by the need of promoting studies and dissemination of literary work in Brazilian public schools, and by the need of studying processes of literary mediation for young children. This research discusses, at first, how selected visual narratives constitute discursively, appealing to their recipient. After this, empiric research is done with groups of children, aiming at analyzing how they act in the process of building sense to visual narratives, departing from mediation situations intentionally planned by the researcher. The social and scientific relevance of the research consists of promoting studies about books distributed to schools by the Federal Government, as well as of subsidizing teachers and researchers who work with Children Education, to qualify the presence of literature in this formal learning environment. To theoretically support the research, with respect to interaction, mediation, language, and learning, we base on Vygotsky (1998, 2000 and 2007), and Bakhtin (1981); to study childhood, we use Ariès (1981) and Postman (2011); to buil the concept of child literature, we make reference to Zilberman (2003), Ramos (2010), Cosson (2006), and Colomer (2003, 2007); as theoretical support to study the narration structure, we find base in Adam (2008); finally, to support questions on narrative visuality through images, we make use of Oliveira (2008) and Panozzo (2001). The research presents a qualitative approach. The researcher did and mediated reading sessions in a group of Children Education, which were registered in video registers. Initially, five narrative image books were selected; they are books chosen by PNBE 2014 - Category 2, Children Education – 4 to 5 year-old –, to be worked in a group of 13 four-year-old children in a school of “serra gaúcha” (mountain area of Rio Grande do Sul). From the data obtained and from categories emerged from them, the study proceeded to analysis. In that regard, results point at contributions of image books to reading in everyday school life of pre-school-aged children. We verified that children, in interaction situations, help, complement, converge, diverge, and express their opinions by talking or other forms of expression. The image book revealed itself as a valorous cultural object that promotes autonomy, interaction and freedom of comprehension.
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Napper, Nick Louis. "An investigation into the impact of visual aids in post-compulsory education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16561.
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This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturerâs speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachersâ and lecturersâ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturersâ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.
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Sequeira, Filipe Emanuel Machado. "Relatório da prática de ensino supervisionada - Identidade e representação dos jovens: o uso das novas tecnologias de comunicação como produtoras de imaginários e narrativas." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/12976.
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Resultante do processo evolutivo da tecnologia como maior veículo de comunicação, pretendo investigar como os jovens se tornam produtores de imagens e narrativas visuais em plataformas digitais nos processos sociais de construção identitária.
O objetivo é pesquisar como as redes sociais estão hoje a formar novos imaginários e conceitos de identidade, a fim de criar estratégias educacionais a por em prática em contexto educativo. Pretendo perceber como se pode utilizar metodologias educativas como o DBAE, assim como os Estudos da Cultura Visual e Literacia Visual para desenvolver competências críticas, analíticas e de comunicação visual.
Repensar o currículo artístico apresenta-se como uma necessidade primária, reformulando metodologias de ensino/aprendizagem direcionadas para o uso da TIC – Tecnologias da Informação e Comunicação; Abstract:
Identity and representation of young people – Use of new communication technologies as producers of imaginaries and narratives
Taking into account the evolutionary process of technology as a larger communication vehicle, I propose to investigate how young people become producers of images and visual narratives on digital platforms in the social processes of identity construction.
The objective is to investigate how social networks are now forming new imaginaries and identity concepts in order to create educational strategies to put into practice in an educational context. I intend to understand how these, as well as Visual Culture Studies and Visual Literacy skills, can be used in DBAE educational methodologies to develop critical, analytical and visual communication
Rethinking the arts curriculum is therefore a primary need, namely reshaping teaching / learning directed to the use of ICT - Information Technology and Communication.
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Robertson, Martha S. M. "Teaching visual literacy in the secondary English/language arts classroom : an exploration of teachers' attitudes, understanding and application." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/269.
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Fernandes, Luciane Maria. "Diversificar para (re) encantar : a utilização da leitura da imagem no ensino de história buscando a concretização da consciência cidadã /." Bauru, 2019. http://hdl.handle.net/11449/181521.
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Orientador: Macioniro Celeste FilhoBanca: Dorival Campos Rossi
Banca: Márcia Lopes Reis
Resumo: A História é a ciência que investiga o passado para compreendermos o presente oportunizando a possibilidade de transformações. Mas, como interligar o ensino da História com a formação de um cidadão, realmente protagonista, atuante na construção da sociedade na qual está inserido? A presente pesquisa tem por objetivo elaborar e fundamentar, teoricamente, uma sequência didática que promova a leitura crítica e reflexiva do conteúdo de História por meio de análise de imagens, produção de um texto não verbal e de um texto verbal com tipologia "prescritiva injuntiva", "gênero receita" e ou "manual de instrução". A investigação nessa pesquisa foi desenvolvida com base no enfoque qualitativo de modalidade descritiva, de finalidade aplicada, seguindo um caráter bibliográfico e de campo baseada na metodologia da pesquisa-ação. A coleta de dados ocorreu, a partir da observação do professor pesquisador, no momento do desenvolvimento da sequência didática, no qual efetivou a atividade de leitura de imagem, para compreensão do conteúdo de História. Tal atividade foi aplicada aos alunos de 8ºs anos do ensino fundamental em escola da rede privada e pública. O conteúdo histórico, abordado na atividade de leitura de imagem, está inserido no Currículo do Estado de São Paulo e trata da Independência Política do território brasileiro. Foi estabelecida, como eixo temático, a reflexão sobre o conceito de liberdade, a fim de pautar o mote da construção dos textos verbais. As atividades presentes na ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: History is the science that investigates the past in order to understand the present, giving opportunities for changes. But how to interconnect the History teaching with the formation of a citizen who is active in the construction of his / her society? The present research aims to theoretically elaborate and substantiate a didactic sequence that promotes the critical and reflexive reading of the content of History through image analysis, non-verbal text production and a verbal text with "prescriptive injunction", "genre recipe" and/or "instruction manual" typology. The inquiry in this search was developed based on the qualitative approach of descriptive modality of applied purpose, following a bibliographic and field feature, oriented by the methodology of action research. The data collection took place, from the observation of the researcher professor, at the moment of the didactic sequence development, in which was performed the image reading in order to understand the History content. This activity was exercised with 8th grade elementary students in both private and public school. The historical substance covered in the image reading activity is inserted into the Curriculum of the State of São Paulo and deals with the Political Independence of the Brazilian territory. It was established, as thematic axis, the discussion about the concept of freedom in order to guide the motto of the elaboration of verbal texts. The activities present in the didactic sequence served as an i... (Complete abstract click electronic access below)
Mestre
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Dallacqua, Ashley Kaye. "Engaged in Graphic Novels with Fifth Graders." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290088200.
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Duran, James Manuel. ""Are We Supposed to be the Guy on the Horse?" A Case Study on the Use of Political Cartoons in the American History Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4474.
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Recent reports on the media saturation experienced by the twenty-first century student have brought about an increased interest in focusing attention on the issue of visual literacy in today's schools. Concepts such as instructional personalization, where approaches to curriculum design and instruction are created to concentrate on the individual strengths of the learner, have been promoted by some as a path to improving overall student performance. Many believe that the content of the Social Studies classroom easily lends itself to a visually stimulating approach and as such is an ideal laboratory to test hypotheses on such an approach. This study examines the use of one such visual tool in the Social Studies content arena, the political cartoon. Political cartoons are believed to be ideally suited to appeal to the visually oriented characteristics of the millennial student in the form of a potentially content rich primary source document. Described within the pages of this paper are the unique experiences with using political cartoons from the perspective of both middle school American History students and their teacher. The qualitative data uncovered through the collection of these experiences clearly illustrates a noticeable disparity between teacher and student experiences with cartoons from the present and their counterparts from the past. While present day cartoons covering various recent events in the news elicited an impressive level of informational recall and personal connections to the topics covered, the results were considerably less spectacular when political cartoons from the distant past were utilized. Those older images were more difficult for the students to grasp the artist's intent and failed as an opportunity for the students to demonstrate their mastery of content knowledge. It was concluded through an examination of interviews from both teacher and student that the differences observed between the older and newer images may be a function of several factors. Chief among these possible explanations from the point of view of the student was the lifelong collection of experiences that each child brought with them to the process of analyzing a political cartoon. The unique cultural capital possessed by each student as a result of their daily, almost nonstop exposure to all forms of media created a personal connection to the modern material that could not be matched by the content from the past. It was also revealed to be possible that a portion of the blame for the difficulties experienced with the materials from the past could be the result of the day to day decisions made by this one particular classroom teacher. The time and dedication to the mastery of the content knowledge and procedural skills necessary to decipher political cartoons from the past may have been insufficient to the task at hand. Conclusions drawn from the information collected in these interviews focus on decreasing the discrepancy between the two forms of visual material by taking steps that include considerable work on the part of the teacher and student to improve upon the background content knowledge and processing skills necessary to consistently decipher the information contained within the political cartoons. Such steps may prove to be impractical given the nature of the already jam-packed curriculums and time-strapped teachers that populate today's Social Studies classrooms. Additional studies would be necessary to determine if the experiences viewed here are common to those encountered in other parts of the nation or if they are indeed uniquely characteristic of this one situation. Accordingly, the results of those additional studies would possibly initiate a reevaluation of the conclusions drawn here.
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A, Lindberg Sara. "Varför bild? : Grundskoleelevers uppfattningar om bildämnets relevans." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42443.
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This is a study of qualitative method that aims to investigate how compulsory school students perceive the content of Visual Art Education and the relevance of art education. The study is based on empirical methods that consists of semi-structured interviews with a total of 12 students in grades 6 and 9. The theoretical framework of the study is based on a sociocultural perspective which describes that it is through communication and interaction with others that the individual acquires knowledge and skills. The theoretical starting points for the study are supported by the concepts of visual culture, visual literacy and Vygotskijs concepts of creativity and imagination with the assistance of contemporary research that describes the concepts from the perspective of a modern-day society. Furthermore, the study uses the cultural circuit from Hall and photo elicitation from Rose as analytical tool to analyze the participants perceptions about Visual Art Education. The results of my study show that Visual Art Education still represents something that is more similar to a traditional view of artist work, with a focus on techniques and materials. The results also show that the participants perceive Visual Art Education as less important compared to other school subjects and some of the participants don’t think they will benefit from the subject’s knowledge and abilities either in future education, future profession or their private life. This shows the participants narrow view of how abilities linked to visual literacy are relevant in a modern society. The knowledge contribution added to the problem area and previous research is a deeper understanding of how the participants perceive the relevance of Visual Art Education. The study is important and relevant for the teaching profession, as students need to be made more aware of the breadth and relevance of Visual Art Education. From this content it can be deduced that the abilities that students must acquire through visual arts education are about so much more than just drawing. It is also important that teachers gain insight and understanding of how students perceive the relevance of Visual Art Education for them to be able to move forward.
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Björck, Catrine. ""Klicka där!" : En studie om bildundervisning med datorer." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-101997.
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The aim of this thesis is to study the teacher’s role when pupils are using computers to create their art work. Working with computers raises new questions for teachers and pupils. Working with digital technology requires teachers to develop new pedagogical, educational and classroom-oriented strategies. The aim of the study is therefore to investigate these strategies and what kinds of challenges and questions arise from them. I investigate how teachers at the senior level of compulsory school conduct education and learning in teaching situations when digital visual work is in focus. The theory I use is Discourse Psychology combined with Bakhtin’s theory of dialogue and learning. The Discourse Psychology approach stresses context and the idea that people construct knowledge of the world in dialogue with others. The concept of interaction is used in the study and includes how teacher and pupil interact with the use of verbal language and gestures, where the computer also can be an actor. The method consists of interviews and observation, documentation using a small video camera attached to the teacher as well as by taking notes in the classroom. When digital technology is a part of education, teachers need to have good understanding not only of handling the technology but also deciding in what way they would like to use and work with computers in education. The research contributes to an understanding of art education with computers and the conditions in school when working with digital technology.
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Temple, Traci Lyn. "Influences of visual culture in the design of web-based art education instruction using content analysis for interpreting research and student opinions to (re)consider interactive design /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1109710908.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xvi, 327 p.; also includes graphics (some col.) Includes bibliographical references (p. 311-327). Available online via OhioLINK's ETD Center
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Herman, David. "Perceiving Indeterminacy: A Theoretical Framework of the Perceptual Rite of Passage for Preadolescents." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248481/.
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It is the fundamental insight of phenomenology that meaning is first and foremost - not something which we intellectually reflect on. It is not a product of the mind reworking raw, perceptual experiences. Rather meaning, and our connection to the world, are perceptual phenomena. Thus, to understand the ways in which children find meaning demands a turn toward perceptual experiences - how children see and feel. In this theoretical dissertation, I explore questions of perceptual experiences through a phenomenological framework that I refer to as the perceptual rite of passage (PRoP). The conceptual framework, which centers on attentiveness, labors to help us understand the ontology of perception for preadolescents and how meaning emerges through everyday encounters.
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BASAGLIA, Ana Paula Hoffmann Frittoli. "Fanzine e design gráfico: exercícios de autonomia e criação." Universidade Anhembi Morumbi, 2016. http://sitios.anhembi.br/tedesimplificado/handle/TEDE/1717.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This paper aims to show the potential of fanzines production as a means of creativity and critical expression, analyzing the arts produced by a group of students in a public school in São Paulo/SP, after reflections on graphic design concepts, fanzine, literacy and visual culture, image reading, autonomy. Fanzine is commonly associated with an alternative publication without commercial value and usually amateur production nature and, because of these qualities, can be developed easily in school. The goal is to show that working with fanzines allows students to take their role as subjects in the process of understanding and building values; pointing out that working with fanzines, and their meanings from its form and content,are extremely personal and graphic objects lend themselves to communicate in an original and authentic way; demonstrate that graphic design is a powerful tool for communication and knowledge can help people to have more say in a collective experimentation space.
O presente trabalho pretende mostrar as potencialidades da produção de fanzines como meio de expressão de criatividade e criticidade, analisando as artes produzidas por um grupo de alunos em uma escola municipal em São Paulo/SP, após reflexões a respeito de conceitos de design gráfico, fanzine, alfabetismo e cultura visuais, leitura de imagens, autonomia. Fanzine é comumente associado a uma publicação alternativa, sem cunho comercial e geralmente de produção amadora e, por conta dessas qualidades, pode ser desenvolvido facilmente em ambiente escolar. O objetivo é mostrar que o trabalho com fanzines permite que os estudantes assumam seu papel de sujeitos em seu processo de compreensão e construção de valores; apontar que o trabalho com fanzines, além de seus significados provenientes de sua forma e conteúdo, são objetos gráficos extremamente pessoais e se prestam a comunicar de maneira original e autêntica; demonstrar que o design gráfico é uma potente ferramenta de comunicação e seu conhecimento pode auxiliar as pessoas a terem voz mais ativa, em um espaço de experimentação coletiva.
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Pereira, Andrea Garcez. "ALFABETIZAÇÃO VISUAL: UMA PERSPECTIVA PARA AUTO(TRANS)FORMAÇÃO PERMANENTE COM PROFESSORES." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7220.
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This master thesis project, was developed at the Master Degree in Education, at Federal University of Santa Maria (UFSM), stems from the research Line Education, Knowledge and Professional Development. It aims to understand to what extent visual literacy is a possibility to help teachers‟ awareness in their lifelong education processes in a public school in Santa Maria - RS and it investigates how teachers externalize their seizure of knowledge relating to images meaning resources. This research is characterized as qualitative, guided by the Investigative-formative Dialogical Circles process, it aims to liberate and emancipate all teachers involved in this process, and the inspiration to this process is the Circles of Culture from Paulo Freire. This study was developed from the conception of language as a social practice, in Van Leeuwen; Kress and Halliday I found the needed theoretical basis for visual literacy, considering the different ways of communication in its context of use. Freire, Maturana and Arroyo supported the teachers lifelong education under the humanizing perspective, thinking about the path that leads us to choose our profession and how to make our practice as empowered citizens. Based on the data analysis, we can say that teachers used images in their practice intuitively, for illustration only and not as an unit of meaning, thus failing to recognize the image as an important resource in the knowledge construction. However, through the Investigative-formative Dialogical Circles there was considerable awareness about the recognition of language in its context of use, image as a language mode and, so, meaningful itself, the recognition of images meaning resources and about some implications of teacher‟s lifelong education under the humanizing perspective.Essa dissertação de mestrado, desenvolvida no Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM), decorre da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. Tem como objetivo geral compreender em que medida a alfabetização visual é uma possibilidade de auto(trans)formação permanente com professores do ensino fundamental de uma escola municipal de Santa Maria RS e averiguar de que maneira os professores externam a apreensão dos saberes relativos aos recursos de sentido nas imagens. A pesquisa caracterizou-se como qualitativa, organizada na dinâmica e processualidade dos Círculos Dialógicos Investigativo-formativos, o quais visam à libertação e a emancipação de todos os envolvidos no processo, a inspiração desse processo são os círculos de cultura de Paulo Freire. O estudo se desenvolveu a partir da concepção da linguagem como prática social, tendo em Van Leeuwen; Kress e Halliday a base teórica para os elementos da alfabetização visual, considerando os diferentes modos de linguagem em seu contexto de uso. Freire, Maturana e Arroyo deram suporte à formação de professores sob a perspectiva humanizadora, pensando no percurso que nos leva a escolher a profissão docente e em como assumir nossa prática como atores sociais e não asujeitados e asujeitadores. Com a análise dos dados, é possível dizer que os professores utilizavam imagens em sua prática pedagógica de maneira intuitiva, apenas como ilustração e não como unidade de sentido, deixando assim de reconhecer a imagem como recurso importante na construção do conhecimento. Porém, averiguou-se que por meio dos Círculos Dialógicos Investigativo-formativos houve uma considerável sensibilização quanto ao reconhecimento da linguagem em seu contexto de uso, da imagem como um modo de linguagem e, portanto, possuidora de significado em si, do reconhecimento de recursos de sentido nas imagens e de algumas das implicações da auto(trans)formação permanente sob a perspectiva humanizadora.
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Nunes, Marília Forgearini. "Leitura mediada do livro de imagem no ensino fundamental : letramento visual, interação e sentido." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/87978.
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A relevância da imagem como texto produtor de sentido, único ou associado ao verbal, na constituição do livro literário infantil tem sido discutida em diferentes estudos internacionais e nacionais. Observa-se, porém, uma lacuna de pesquisas que enfoquem como a leitura da imagem na literatura infantil pode ser abordada no contexto escolar. Buscamos com essa pesquisa propor a leitura mediada do livro de imagem no Ensino Fundamental, compreendendo-a como prática de interação e sentido que auxilia no letramento visual. Assim, na primeira parte caracterizamos dois elementos deflagradores deste estudo: o livro de imagem e o Programa Nacional Biblioteca da Escola (PNBE). No segundo momento, delimitamos e problematizamos as ações implicadas na realização do estudo: ler, mediar e letrar. Na terceira parte, situamos teórica e metodologicamente o modo como compreendemos a produção e a apreensão de sentido. Para isso descrevemos conceitos da semiótica discursiva (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) que nos permitem entender como o sentido pode se constituir em relação aos objetos, aos sujeitos e às suas interações. Valendo-nos da semiótica plástica, abordamos os aspectos estruturais do texto-imagem, buscando analisar os efeitos de sentido que a linguagem visual cria no objeto. Com base no desenrolar contemporâneo da teoria semiótica, caracterizamos modos de ser e agir dos sujeitos (LANDOWSKI 2009), em interação com objetos e entre si, e como produzem sentidos, revelando comportamentos que permitem distinguir regimes de interação e sentido. O estudo se dividiu em dois momentos: 1) leitura estrutural de três livros de imagem escolhidos para o estudo; 2) duas ações distintas de leitura mediada de livros de imagem do Acervo PNBE 2010, envolvendo três professoras da rede pública estadual do Rio Grande do Sul e alunos da escola onde elas atuavam. A primeira ação leitora, organizou-se em três encontros nos quais as professoras puderam refletir sobre a leitura do livro de imagem e exercitar o seu olhar leitor. A partir desse exercício, as professoras organizaram a segunda ação de leitura mediada, na qual propuseram uma mediação para uma das obras lidas com seu grupo de alunos do Ensino Fundamental. Essas duas prática distintas de leitura permitiramnos observar os modos de ser e agir das professoras como leitoras e como esses comportamentos estiveram refletidos ou não, recursivamente, nas propostas de mediação organizadas por elas. Todo esse percurso teórico-prático-reflexivo permitiu-nos, por fim, na quinta parte, definir alguns princípios para uma abordagem de letramento visual que tenha o livro de imagem como objeto e a leitura mediada como ação.The relevance of image as a text able to produce meaning, by itself or associated to verbal texts, in children’s literary books has been discussed in different national and international studies. However, it is possible to notice that there is a gap of researches which concentrate on how schools can deal with reading the image in children literature. This research proposes a mediated reading of wordless books in Elementary School, understanding this practice as interactive and meaningful, as well as a valuable to visual literacy. Thus, in the first part we characterize two elements that give rise to this study: the wordless book and the School Library National Program (PNBE). In the second part, we define and problematize the actions implied in the effort of this study: read, mediate and literate. The third section contextualizes the theoretical and methodological way of understanding the production and apprehension of meaning. In order to this, we describe the concepts of discursive semiotics (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) that allow us to comprehend how meaning can be constructed in relation to objects, subjects and their interactions. Dealing with plastic semiotics, we explore the structural aspects of text-image, analyzing the effects of meaning created by visual language in the object. Based on the contemporary development of the semiotic theory, we characterize ways of being and acting from the subjects (LANDOWSKI 2009), in interaction with objects and by themselves, and how they produce meaning, revealing behaviors that enable to distinguish arrangements of interaction and meaning. The study was divided in two parts:1) the structural reading of three wordless books selected to this study; 2) two different mediated reading activities of wordless books from the PNBE Collection to 2010, involving three teachers from the public school system of Rio Grande do Sul and the students from the school where they work. The first reading practice was organized in three meetings in which the teachers could reflect about wordless book reading and exercise their look of reading. Issued from these practices, the teachers organized the second activity of mediated reading in which they developed a reading mediation with one of the wordless books with their students from Elementary School. These two distinct reading practices enabled us to observe the ways of being and acting of the teachers as readers e how these behaviors has bee reflected or not, recursively, in their propositions of mediation. All this research way, theoretical-practical-reflexive, allowed us, in the end, at the fifth part, to define a few assumptions to an approach of visual literacy that deals with wordless books as the reading object in a mediated action.
La importancia de la imagen como productora del significado, aislada o asociada a lo verbal, en la constitución del libro literario para niños se ha discutido en diferentes estudios, internacionales y nacionales. Hay, sin embargo, la falta de investigaciones que se centren en cómo la lectura de imagen en la literatura infantil puede ser abordada en el contexto escolar. Hemos intentado en esta investigación proponer la mediación de lectura del libro de dibujos en la educación primaria, entendiéndola como una práctica de interacción y sentido que ayuda en la alfabetización visual. Así, la primera parte caracteriza los dos factores desencadenantes de este estudio: el libro de imágenes y el “Programa Nacional Biblioteca da Escola” (PNBE). En un segundo momento, delimitamos e problematizamos las acciones involucradas: leer, mediar y letrar. En la tercera parte, situamos teórica y metodológicamente cómo comprendemos la producción de sentido y entendimiento. Para eso describimos conceptos de la semiótica discursiva (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) que nos permiten entender cómo el significado se puede constituir en relación con los objetos, los sujetos y sus interacciones. Sobre la base de la semiótica de plástica, nos dirigimos a los aspectos estructurales de la imagen-texto, analizando los efectos de sentido que el lenguaje visual crea en el objeto. Basándose en los avances de la teoría semiótica contemporánea, caracterizamos los modos de ser y de actuar de los sujetos (LANDOWSKI 2009), en interacción con los objetos o con otros sujetos, y cómo producen sentidos, revelando conductas que distinguen regímenes de interacción y sentido. El estudio se dividió en dos fases: 1) lectura estructural de tres libros de imagen elegidos para la investigación; 2) dos acciones distintas de lectura mediadas de los libros de imagen del acervo PNBE 2010, con tres maestras de una escuela pública de Río Grande do Sul y los alumnos de la escuela donde trabajaban. La primera actividad de lectura fue organizada en tres reuniones en las que las maestras podrían reflexionar sobre la lectura del libro ilustrado y el ejercicio de mirar como lectoras. A partir de este ejercicio, las maestras organizaron la segunda acción de lectura mediada, propusieron una mediación de las obras leídas con su grupo de alumnos de la escuela primaria. Estas dos prácticas distintas de lecturas nos permitieron observar las formas de ser y de actuar de los docentes como lectores y cómo estos comportamientos se reflejan o no, de forma recursiva, en la mediación organizada por ellos. Todo este recorrido prácticoteórico- reflexivo nos permitió por último, la quinta parte, definimos algunos principios para un enfoque de letramento visual que tiene el libro de imágenes como un objeto y la lectura mediada como acción.
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Lindström, Ann, and Anna Wennström. "Visuell litteracitet: en grundläggande läsförmåga i visuellt glokal, multi- och interkulturell bildundervisning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30149.
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This synopsis discusses how and why Swedish art education ought to focus on teaching visual literacy from a glocal perspective. The aim is to position Swedish art education in a glocal, multi- and intercultural context. Searches were conducted mainly on LibSearch, as well as Google Scholar. Limitations were set to 2000, and peer-reviewed material only. Sources from Sweden, Europe and the USA, dealing directly or indirectly with visual literacy, were included.The results suggest that visual literacy may be taught through graphic novels, advertisements, public art, blogs and activities with peer-assessment. Critical multicultural pedagogy, visual rubrics and transparency in assessment processes are also suggested to strengthen visual literacy. It is concluded that visual literacy may aid students’ critical understanding and awareness of visual media in a multi-, intercultural and glocal visual world. To be visually literate may give them ability to critically participate in visual culture as democratic and empathic global citizens. Further research on how teachers and students use and understand visual literacies in Swedish art education is needed.
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Cooper, Julie A. "Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.
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This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.
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Wessel, Kelly C. "Exploring citizenship through the lens of suburban middle school students and civic images." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20346.
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Doctor of PhilosophyCurriculum and Instruction Programs
Thomas Vontz
This qualitative study explored middle school students’ conceptions of citizenship through the use of civic images. Citizenship education as the primary purpose for social studies education is firmly established; however, citizenship is an abstract concept. The definition and characteristics of citizenship, as well as research concerning the decline or evolution of civic behaviors, is inconclusive and oscillating. Recently adopted national and state social studies standards focus on inquiry and literacy skills, emphasizing the use of primary sources; namely historical documents. These texts are often insufficient curriculum drivers and generate a need to find alternative primary sources that scaffold and support students’ understanding. Images speak a familiar language and have been found to support student learning of history. This study fills a gap in the research regarding the use of images to teach citizenship, the purpose of social studies. Using a case study approach to research, multiple methods of data converged to address the research question, how do suburban middle school students understand citizenship through civic images? Twenty-seven eighth-graders enrolled in two Guided Study courses served as the research participants. The researcher spent two weeks at the start of the study, observing the students in their educational environment. Following the observations, for approximately eight weeks, students viewed a civic image and responded to a series of questions adapted from the Stanford History Education Group’s Historical Thinking Skills Chart (2006). At the conclusion of the eight weeks, the researcher conducted focus group interviews with each class and individual interviews with eight randomly selected students and the participating teacher. The results of this study support the use of images as instructional resources to teach abstract concepts, particularly citizenship, as well as support the use of images as primary sources to teach inquiry and literacy skills. The civic images deepened student understanding of civic and historical concepts and, more importantly, they informed students’ definitions of citizenship. Equality and community were revealed by the data as defining characteristics of citizenship for the students involved in this study, supporting previous research that members of younger generations are redefining what it means to be a good citizen.
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Frederick, Tammy G. "Semiosis of Self: Meaning Making in a High School Spanish for Native Speakers Class." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/64.
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Located in social semiotics (Hodge & Kress, 1988), theories of identity (Goffman, 1959; Holland, Lachicotte, Skinner, & Cain, 1998), and third space (Gutierrez, Baquedano, & Turner, 1997; Rowe & Leander, 2005), this dissertation presents the findings from a year long, field-based qualitative study with a high school class of nine Spanish for Native Speakers (SNS) students and their teacher. The study used an arts-infused multimodal curriculum exploring Spanish language texts and cultures from around the world. The following questions guided this study: (a) What factors were considered as the teacher and the researcher co-planned this arts-infused multimodal curriculum, and how did the consideration of those factors shape the curriculum?, (b) How did students enrolled in this SNS class negotiate meaning and identity as they worked within this class?, and (c) What discourses around students’ meaning making practices and identities emerged within their visual texts over time and across texts?
Data sources included interviews, observations, student-generated visual texts, photographs from class sessions, student journals, and audio and videotapes of portions of class discussions and activities. Visual texts were coded for elements of visual design and apparent discourses with which the text-maker identifies (Albers, 2007b; Kress & van Leeuwen, 2006). Five themes emerged from the data: 1) The teacher participant and researcher co-created the curriculum using critical-care pedagogy; 2) Actual participation in and creation of visual and multimodal texts shaped the classroom community; (3) Negotiation and meaning making occurred through the flexible use of sign systems; 4) Participants worked through understandings of self; and 5) Personally relevant discourses emerged within individual and group texts. The study suggested that heritage language courses like this one can teach more than language. Such courses deserve attention as havens where students’ complex meaning making of themselves, their worlds, and their places in them are freely explored.