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Relevant bibliographies by topics / Photography in education

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Academic literature on the topic 'Photography in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Photography in education"

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Magurean, Irina Dora, Andrei Picos, Lucia Timis, Alina Picos, and Dinu I. Dumitrascu. "The Evolution of Photographic Arts Is Linked to Progress in Chemistry: A Review of Two Centuries of Symbiosis." Journal of Research in Philosophy and History 3, no. 2 (November 11, 2020): p153. http://dx.doi.org/10.22158/jrph.v3n2p153.

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Photography is a major component of present art. It has applications in arts, in sciences and mainly health sciences, in social interaction. The evolution of photography since its advent 200 years ago relied and was dependent on the knowledge of chemistry. This is a review of the chemical techniques used in the recording and reproduction of photographs and of its applications. In the last two centuries, numerous chemical substances: inorganic, organic and polymeric, influenced the aspect and quality of the photographic techniques and of photographs. Teaching photography requires knowledge of chemistry, while chemistry education needs knowledge of esthetics as offered by photography.

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Wyatt, Kirk D., Anissa Finley, Richard Uribe, Peter Pallagi, Brian Willaert, Steve Ommen, James Yiannias, and Thomas Hellmich. "Patients' Experiences and Attitudes of Using a Secure Mobile Phone App for Medical Photography: Qualitative Survey Study." Journal of Medical Internet Research 22, no. 5 (May 12, 2020): e14412. http://dx.doi.org/10.2196/14412.

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Background Point-of-care clinical photography using mobile devices is coming of age as a new standard of care for clinical documentation. High-quality cameras in modern smartphones facilitate faithful reproduction of clinical findings in photographs; however, clinical photographs captured on mobile devices are often taken using the native camera app on the device and transmitted using relatively insecure methods (eg, SMS text message and email) that do not preserve images as part of the electronic medical records. Native camera apps lack robust security features and direct integration with electronic health records (EHRs), which may limit patient acceptability and usefulness to clinicians. In March 2015, Mayo Clinic overcame these barriers by launching an internally developed mobile app that allows health care providers to securely capture clinical photographs and upload them to the EHR in a manner that is compliant with patient privacy and confidentiality regulations. Objective The study aimed to understand the perceptions, attitudes, and experiences of patients who were photographed using a mobile point-of-care clinical image capture app. Methods The study included a mail-out survey sent to 292 patients in Rochester, Minnesota, who were photographed using a mobile point-of-care clinical image capture app within a preceding 2-week period. Results The surveys were completed by 71 patients who recalled being photographed. Patients were seen in 18 different departments, with the most common departments being dermatology (19/71, 27%), vascular medicine (17/71, 24%), and family medicine (10/71, 14%). Most patients (49/62, 79%) reported that photographs were taken to simply document the appearance of a clinical finding for future reference. Only 16% (10/62) of patients said the photographs were used to obtain advice from a specialist. Furthermore, 74% (51/69) of the patients said they would recommend medical photography to others and 67% (46/69) of them thought the photos favorably affected their care. Patients were largely indifferent about the device used for photography (mobile device vs professional camera; 40/69, 58%) or the identity of the photographer (provider vs professional photographer; 52/69, 75%). In addition, 90% (64/71) of patients found reuse of photographs for one-on-one learner education to be acceptable. Acceptability for other uses declined as the size of the audience increased, with only 42% (30/71) of patients deeming reuse on social media for medical education as appropriate. Only 3% (2/71) of patients expressed privacy or confidentiality concerns. Furthermore, 52% (33/63) of patients preferred to provide consent verbally, and 21% (13/63) of them did not think a specific consent process was necessary. Conclusions Patient attitudes regarding medical photography using a secure EHR-integrated app were favorable. Patients perceived that photography improved their care despite the most common reason for photography being to simply document the appearance of a clinical finding for future reference. Whenever possible, health care providers should utilize secure EHR-integrated apps for point-of-care medical photography using mobile devices.

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Rissanen, Mari-Jatta. "Entangled photographers: Agents and actants in preschoolers’ photography talk." International Journal of Education Through Art 16, no. 2 (June 1, 2020): 271–86. http://dx.doi.org/10.1386/eta_00031_1.

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Photographs taken by young children have engendered a growing amount of research across diverse academic disciplines. Photographs have been used as visual data for analysing for example children’s social relations and well-being. However, only a few studies have addressed the photographic practices of young children as means for them to explore, imagine and coexist with the surrounding world. In this article, I introduce a case study that draws on research from art education and sociology of childhood. The data were gathered in a photography workshop in a Finnish early childhood education and care centre, where fourteen preschoolers discussed their photographs inspired by contemporary Finnish art photography. In order to expose diverse human and material actors and their interactions in preschoolers’ photography talk, I applied Bruno Latour’s actor-network-theory. Thus, preschoolers’ photography is seen as a practice of visual meaning-making wherein agency is distributed among several actors.

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Nair, Janaki. "Seeing like the Missionary: An Iconography of Education in Mysore, 1840–1920." Studies in History 35, no. 2 (August 2019): 178–217. http://dx.doi.org/10.1177/0257643019865233.

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Missionaries working in Mysore, as elsewhere in India, took enthusiastically to the new art of photography from the 1840s, to record their ‘views’ of the society they undertook to transform. Evangelising was, however, early on, allied with education as a way for missionaries to make their way into a complex, hierarchical society with learning traditions of its own. How did the missionary ‘see’ the Indian classroom, and invite the viewer of their photographs to participate in its narrative of ‘improvement’? What was the place of the photograph at a time when meticulous written records were kept of victories and reverses in the mission field of education? Revealing the work of the photograph in aiding missionary work must perforce begin with the more instrumentalist uses of this new art, as technologies of recording par excellence, before turning to the possible ways of looking at photographs, whether by those contemporaries of the missionaries who were physically distanced from the location, and were yet linked to their work in India, or when they formed part of the contemporary historian’s archive. Here one may exploit photography’s ‘inexhaustible invitations to deduction, speculation and fantasy’ instead of its truth-telling capacity. I am precisely posing a dynamic and perhaps even antagonistic relationship between the copious written and the sparser visual record of educational changes in Mysore in the 19th and early 20th centuries. This investigation of the visual field in the service of education also allows us also to speculate about the specific aesthetic achievements of missionary photography, with its own pedagogic goals.

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Abu Hassan, Nazrul Azha, Adzrool Idzwan Ismail, Siti Salmi Jamali, and Jati Widagdo. "Digital Documentation through Underwater Photography Method." Environment-Behaviour Proceedings Journal 8, SI16 (November 26, 2023): 243–50. http://dx.doi.org/10.21834/e-bpj.v8isi16.5248.

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This study focuses on the educational value of photographs and investigates discursive methods for employing underwater photography in environmental education. This research will examine the effectiveness of the relationship between photography and the environment using a qualitative methodology. The results indicate that data collection and photographic documentation might be very valuable, and understanding the fundamentals and techniques will greatly enhance the use of underwater photography. To sum up, research has shown that underwater photography can generate a distinctive dynamic and concept that can be used in a Public Service Announcement (PSA) to educate the public about the condition of the coral reef.

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Budzik, Justyna Hanna. "METAPHOtogRaphy: Reflections on the Connections of Thoughts and Photos." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 125–41. http://dx.doi.org/10.17951/en.2021.6.125-141.

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The article is an attempt to collect and comment on discourse on the relationship between photography and metaphor, which is dispersed in different theoretical works on photography. The author finds these connections crucial in the educational perspective, because they help to inscribe pedagogical activities on photography in a broader humanistic education that aims at cultivating the ability to think. The main theoretical contexts are writings by Bernd Stiegler and Hannah Arendt. The author gives an exemplary analytical study of photographs by Krzysztof Szlapa and Kamil Myszkowski as well as a suggestion of a practical photographic task whose objective is to inspire metaphorical thinking.

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HANNA, Helen. "Photography as a Research Method with Learners in Compulsory Education: A Research Review." Beijing International Review of Education 2, no. 1 (April 3, 2020): 11–34. http://dx.doi.org/10.1163/25902539-00201003.

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This article offers a review of thirty-one research articles from 2001–2019 on the use of photography as a research method with learners in compulsory education. Understood within the scope of ‘visual’, ‘participatory’ and ‘arts-based’ research methods, many scholars have linked the increased use of the photographic method to greater awareness of the rights of the child and changing understandings of children as full ‘human beings’ with agency rather than simply vulnerable ‘human becomings’. Nevertheless, photography is still a relatively under-utilised approach in research with learners in school-based compulsory education and its use is not widespread globally. Against the background of the history of visual and photographic methods in general and in education in particular, this article highlights two key themes in the empirical research literature: why the photographic method is used (dealing with representation, participation and emancipation); and how the photographic method and the photos themselves are used (pre-generated and participant-generated photographs). It closes with a reflection on what may be holding back its expansion, including key ethical concerns, and a proposal for encouraging its use in education.

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Ben-Choreen, Tal-Or K. "Emergence of Fine Art Photography in Israel in the 1970s to the 1990s Through Pedagogical and Social Links with the United States." Contemporary Review of the Middle East 6, no. 3-4 (September 2019): 252–65. http://dx.doi.org/10.1177/2347798919872588.

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The flourishing of photography as a tool for expressive reportage and artistic practice transformed photographic education during the mid-twentieth century. American-based academic institutions quickly established reputations in the emerging fine art field as leaders in photographic education drawing international students from diverse locations, including Israel. Many Israelis who studied photography in American institutions returned to Israel bringing with them the knowledge they had gained while abroad. This article considers the impact of American pedagogical models and social networks on the development of the Israeli photographic field. Included in this discussion is an exploration of the emergence of Israeli photography programs in institutions of higher education, photography galleries, museum collections, and exhibitions. By approaching the study through a network methodological approach, this article traces the transnational movements of individuals: photographers, program graduates, and curators in order to demonstrate the significant impact American photographic education had on the emerging Israeli photographic field.

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Crawford, Edward C. "Clinical Orthodontic Photography: Part I – Intra-oral." Australasian Orthodontic Journal 9, no. 1 (March 1, 1985): 185–88. http://dx.doi.org/10.2478/aoj-1985-0004.

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Abstract Intra-oral photography provides depth to orthodontic case assessment and valuable visual material for patient and professional education. Photographs of excellent quality are obtained using good equipment standardized for the task and require a consistent method of setting, up and execution. The article discusses requirements for good photography and lists features ot photographic equipment important in producing excellent intra-oral pictures for orthodontic purposes. Correct selection of the camera body, lens and flash unit appropriate for this task is also discussed together with the auxilliary equipment necessary, such as cheek retractors and mirrors. Techniques involved in taking frontal and buccal (mirror-view) pictures are described.

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Oksanen, Susanna Maria, Markku S. Hannula, and Anu Laine. "The potential of photography for mathematics education and research–A literature review." International Electronic Journal of Mathematics Education 19, no. 3 (July 1, 2024): em0780. http://dx.doi.org/10.29333/iejme/14613.

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This literature review examines the use of photography in educational research and in education, to learn how photography could be better used in teaching and learning mathematics and mathematics education research. The authors analyzed 125 publications published between 1975 and 2023 to identify different research methods and teaching solutions that utilize photography. Within educational research two main approaches that are often used combined were photo-elicitation (photographs are used in an interview as a stimulus) and photovoice (taking photographs is a way the participant communicates their perspective). Mathematics education research could also combine these methods, for example in identity research. Our findings regarding teaching show that photographs have an important role in connecting mathematics to the real world and for visualizing mathematics. The best way to engage students is when they take photographs of themselves as a starting point to mathematical activity. Based on this review we identify future exploratory directions and various research gaps.

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Dissertations / Theses on the topic "Photography in education"

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Spero, Susan Belle. "Perspectives on amateur photography /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138566.

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Masters, Chase M. "An Analysis of the Shift from Black and White to Color Photography in Higher Education Introductory Photography Courses." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225313825.

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Nieberding, William J. "Photography, Phenomenology and Sight: Toward an Understanding of Photography through the Discourse of Vision." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308249027.

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Masters, Chase. "An analysis of the shift from black & white to color photography in higher education introductory photography courses." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225313825.

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Allnutt, Susann. "Knowing my place: learning through memory and photography." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32547.

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This arts-informed inquiry uses auto-photography, rephotography, interviews, memory work and writing about the photograph as tools to draw out of the archive an understanding of the self-in-place. I focus on memory and photography in an autotopographical (following Heddon) exploration of topographical intimacy as it relates to childhood and current landscapes, known and unknown spaces. Using place as common ground, I interview my siblings to excavate our shared childhood place memories. I then photograph/rephotograph these remembered childhood places, looking to identify the influence of place on childhood identity. This research with siblings was a rich and storied resource. I also enter two public spaces with my camera, the Architectural Garden of the Canadian Centre for Architecture in Montreal and the Jim Everett Memorial Park in Vancouver, to map both the place and my relationship with/in it, and in so doing, to engage with photography itself. By creating what one might call place photo albums, I attempt to create an involvement with previously unknown spaces, hoping to link past and present places. I explore the evidential and embodied usefulness of photography in establishing topographical intimacy with/in place and confirm the importance of using place as a means of exploring identity. Photography's use as an active device of memory and its value in documenting place for inquiry is made explicit.
Cette recherche faite en connaissance des arts utilise l'auto-photographie, la rephotographie, des entrevues et un travail de mémoire et d'écrit sur la photo en tant qu'outil permettant de soutirer des archives une compréhension du soi dans l'espace. Je porte attention à la mémoire et à la photographie d'une manière auto-topographique (selon Heddon), tout en explorant l'intimité topographique liée aux paysages de l'enfance et de la vie actuelle, aux espaces connus et inconnus. Utilisant le lieu comme cadre conceptuel commun, j'ai interviewé ma sœur et mes frères afin de fouiller nos mémoires partagées des lieux communs à notre enfance. J'ai par la suite photographié/rephotographié ces lieux de souvenirs d'enfance tout en essayant d'identifier l'influence que porte le lieu sur l'identité de l'enfance. Cette recherche avec ma sœur et mes frères fût une ressource riche en récits. De plus, j'ai visité deux lieux publics avec mon appareil photographique, le Jardin architectural du Centre canadien d'architecture de Montréal et le Jim Everett Memorial Park de Vancouver afin de représenter le lieu et le rapport que j'entretiens avec/dans ces lieux, ceci me permettant de m'investir directement à la photographie. En créant ce que l'on pourrait appeler des albums de photos de lieux, j'essaie de créer une participation avec les espaces auparavant inconnus tout en espérant pouvoir relier les lieux du passé à ceux du present. J'explore l'utilité évidente et incarnée de la photographie dans la création de l'intimité topographique avec/dans un lieu tout en confirmant l'importance de l'utilisation d'un lieu afin d'explorer l'identité. L'utilisation$

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Hammond, Mary Sayer. "The camera obscura : a chapter in the pre-history of photography /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984314364.

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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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Colanero, Teresa A. "Visual learning through photography facilitates writing across the curriculum /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Watts, Robert. "Children's perceptions of beauty : exploring aesthetic experience through photography." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/childrens-perceptions-of-beauty(b5a72e1d-fbf7-433b-8c82-833642331438).html.

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The research reported in this thesis explores children’s perceptions of beauty. It investigates how children reflect upon and articulate their perceptions of beauty and examines how these perceptions relate to philosophical thinking about aesthetic experience. For the past 100 years, beauty has been marginalised in art and education and it is widely regarded as a problematic notion in a range of social and cultural contexts. Art educators have often portrayed beauty as a peripheral concern, and those who have studied children’s responses to artworks have tended to characterise their references to beauty as evidence of passive appreciation and a relatively low level of aesthetic development. In recent years there has been growing evidence of a revival of interest in beauty as a theme for reflection; however, to my knowledge, this is the first study to specifically research children’s perceptions of beauty. The theoretical part of the study examined two fields of literature, in terms of (i) art educators’ strategies for engaging children with art and (ii) philosophical theories of aesthetic experience. These sources influenced the design of the empirical part of the study, which consisted of 18 group interviews with 51 children aged 9-11 in two schools, one in inner London and the other in a rural village 40 miles from the capital. Before the interviews children completed two tasks independently in which they found and photographed images they thought were beautiful. Therefore there were two kinds of research data: (i) the images children found and photographed and (ii) the interview transcripts. A content analysis approach informed the interpretation of the images, while a number of themes that emerged from the interview data were identified and discussed in the context of the literature. The research findings indicated that children have diverse perceptions of beauty and that they are interested in a range of visual properties and expressive qualities of images. Children in one school tended to find beauty in images that reflected relationships, while those in the other judged the subjective nature of such images to be problematic. Children in the rural area often photographed landscapes, flowers and animals, suggesting their direct connection with nature influences their perception of it as beautiful. Those in London also found beauty in the natural world but preferred stylised, digitally generated representations of nature designed to appeal to the viewer. During the interviews children were often highly motivated to articulate their responses to beauty, and many reflected thoughtfully on their own and others’ images. Evidence suggests that children experience beauty in a wide range of contexts and that they variously understand it as an intersubjectively valid, shareable experience or, alternatively, as an individual experience. Several talked about beauty in ways that related to notions well-rehearsed in aesthetic theory while others, though less able to conceive or articulate such ideas, were nonetheless receptive to them when they heard them expressed. Photography played an important part in the research, and the findings suggest the medium has the potential to play a far more prominent role in art education as a means of expression. When combined with group interviews, photography can also be a highly effective method of understanding children’s perspectives on their experiences, and the study offers a useful model for researchers and educators to develop further. The research makes several contributions to knowledge. Firstly, it demonstrates that children’s experiences of beauty are often valuable and meaningful to them. Secondly, it provides evidence that children are motivated to explain their ideas about beauty and to engage with the ideas of others. Thirdly, it challenges previous assumptions in terms of both children’s aesthetic development and aesthetic preferences by highlighting the diversity and complexity of children’s perceptions of beauty.

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Wolin, Martin Michael. "Digital high school photography curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2414.

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The purpose of this thesis is to create a high school digital photography curriculum that is relevant to real world application and would enable high school students to enter the work force with marketable skills or go on to post secondary education with advanced knowledge in the field of digital imaging.

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Books on the topic "Photography in education"

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Harvey, Mark. Photography in education. Derby: Derbyshire College of Higher Education, 1990.

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Arts Council of Great Britain., ed. Independent photography: And, Photography and education. [London]: Arts Council of Great Britain, 1987.

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Hornsby, Jim. Independent photography and photography in education: A report. [London]: Arts Council of Great Britain, 1985.

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Fuirer, Michele. Photography and further education: Learning to be a photographer. Birmingham: University ofBirmingham, 1988.

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1945-, Traub Charles, Heller Steven, and Bell Adam B, eds. The Education of a photographer. New York: Allworth Press, 2006.

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Vivienne, Reiss, and Arts Council of England, eds. Picture my world: Photography in primary education. London: Arts Council of England, 1995.

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Brake, Jane. Changing images: Photography, education and young people. Salford: Salford City Council, 1996.

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1948-, Alvarado Manuel, Buscombe Edward 1941-, and Collins Richard 1946-, eds. Representation and photography: A Screen Education reader. Basingstoke: Palgrave, 2001.

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Photography in education. Birmingham: Ten.8, 1986.

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Sr, Shen Zhiwen, and Zhang Yihua Sr. Photography Formula. UADCNY, 2022.

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Book chapters on the topic "Photography in education"

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Dewdney, Andrew, and Martin Lister. "Youth, Photography and Education." In Youth, Culture and Photography, 1–32. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19004-1_1.

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Hussey-Smith, Kelly, and Angela Clarke. "The Future of Photography and Collaboration in Education: Co-creating with Civil Intent." In Contemporary Photography as Collaboration, 293–318. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-41444-2_16.

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Chen, Wai-Yip. "Photography-Based Intervention: When the Aged Meets Digital Age." In Emerging Technologies for Education, 311–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_32.

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Elander, Maria. "Education and Photography at Tuol Sleng Genocide Museum." In The Arts of Transitional Justice, 43–62. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8385-4_3.

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Limón Mendizabal, María Rosario, Mercedes Blasco Torrejón, and Antonio Bautista García-Vera. "Photography in the Formative Dimension of the Practicum." In Teacher Education, Learning Innovation and Accountability, 47–57. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20164-6_4.

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Chua, Jude Soo Meng. "That Certain Leica Glow: Photography, Ethics and Design Education." In Design Praxiology and Phenomenology, 205–15. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2806-2_12.

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de las Heras Cuenca, Ana María, and Laura Rayón Rumayor. "Photography as a System for Representing the Teacher’s Theories and Beliefs." In Teacher Education, Learning Innovation and Accountability, 27–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20164-6_3.

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Esteban Moreno, Rosa María. "Photography as an Element of Reflection in Teacher Training and Research." In Teacher Education, Learning Innovation and Accountability, 17–26. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20164-6_2.

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Gutiérrez Martín, Alfonso. "Photography in the Media Literacy of Teachers: What Impression Do We Give?" In Teacher Education, Learning Innovation and Accountability, 3–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20164-6_1.

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Peutz, Nathalie. "Small Things." In Migration, Displacement, and Higher Education, 279–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_23.

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AbstractIn 2018 and 2019, students from NYU Abu Dhabi spent a week participating, observing, and learning in a refugee camp in Djibouti as a part of an intensive January term course on Displacement and Migration across the Red Sea. This chapter discusses the contours of this student-and-refugee engagement and its relation to the author’s prior ethnographic research and collaborative photography projects in the camp. Revisiting how the university students and their refugee hosts experienced these events, and addressing questions of ethics, value, and privilege, the chapter unsettles common assumptions about who was teaching and helping whom. As flawed and uneven as these educational journeys can be, the chapter argues that what is to be gained from these encounters are not just “small things.”

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Conference papers on the topic "Photography in education"

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Oliver, Javier, and Begoña García. "PHOTOGRAPHY IN EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0433.

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Niu, Xue. "Discussion on Pictorial Photography and Pure Photography in the Development of Photographic Art." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.131.

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Strava, Salomea, Cristian Tecu, and Mihai Onita. "" TEACH ME PHOTOGRAPHY, ROBOT." A CASE STUDY REGARDING VISUAL EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-200.

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Visual arts-mediated education and training are inherent to the learning process irrespective of its traditional, digital, or hybrid formats. Photography entails creative functions while the image creator implicitly needs to be enabled through training to produce compositions that observe communication rules while simultaneously breaking wittingly the same rules. The current paper identifies quality criteria underlying highly rated photographs and features an artistic composition-based section. The main factors that influence the composition are the rule of thirds (division, point of interest), repetition (frequency, constant, resumption), symmetry (weight, variety, middle), HSL (Hue, Saturation, Brightness), empty space, use of background (subtle, main, flattening), balance (harmony, chromatic, unity), hierarchy (focus, eye direction). Many masterpieces are consciously eluding the above rules. The images are rioting against the mundanity and impersonal. The photographic composition escapes from the templates shown above, the images arouse the viewer, who needs a "key" to decipher them. This kind of visual approach has a semantic load that raises it above the fast-comprehension photo if the viewer makes the effort to accept and decipher it. The suggested artistic compositions are manually segmented into areas of interest (objects, lines, characters, etc.) accompanied by well-articulated interpretations, as they are perceived by a visual arts connoisseur. Furthermore, the authors describe sets of image data currently used in the automated assessment of image quality: IDEA, Painting-91, SCUT-FBP5500, Waterloo IAA, IAD, AVA, GPD, FACD, NU FOOD, CUHKPO, BAM, NNID. The paper is simultaneously a starting point for a subsequent set of high-quality photographs and an adequate learning resource for fields of study such as multimedia, arts, and social media.

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Gounari, Dimitra, and Agnes Papadopoulou. "TEACHING PHOTOGRAPHY IN SPECIAL NEEDS EDUCATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1459.

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Li, Liping. "Discussion on Development Ideas of Henan Photography and Photography Service Industry." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.13.

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Zhao, Yahong. "Development Status of Classic Photographic Technology under the Background of Contemporary Photography." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.7.

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González-Jiménez, Beatriz S., Paula M. Núñez-Bravo, and Elena Escudero-López. "¿Mantiene usted sus ojos abiertos? La fotografía como herramienta transversal de aprendizaje." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12252.

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In an increasingly diverse professional reality, contemporary education must embrace a versatile perspective of the architectural discipline, conceived through interconnection, diversity, and collaboration. The Educational Innovation Project presented here addresses the use of photography as a tool for learning that enables the observation, representation, communication, and conceptualization of architecture and the environment. To expand the possibilities of photography, a longitudinal exploration is proposed, spanning across all courses and cutting across various knowledge areas. Through Project-Based Learning, students connect different professional domains using the photographic experience as a common thread, resulting in highly diverse outcomes. The photographs displayed in the concluding exhibition of the project highlight the significance of nurturing a personal, perceptive, and creative approach to both existing and envisioned architecture. Frente a una realidad profesional cada vez más diversificada, la educación actual debe adoptar una perspectiva versátil de la disciplina arquitectónica, concebida desde la interconexión, la pluralidad y la colaboración. El Proyecto de Innovación Educativa presentado aborda el uso de la fotografía como herramienta de aprendizaje que permite la observación, representación, comunicación e ideación de la arquitectura y el entorno. Con el fin de amplificar las posibilidades de la fotografía, se plantea una exploración longitudinal a todos los cursos y transversal a las áreas de conocimiento. A través del Aprendizaje Basado en Proyectos, el estudiantado conecta los diferentes ámbitos profesionales con la experiencia fotográfica como hilo conductor del que han derivado resultados muy heterogéneos. Las fotografías mostradas en la exposición con la que culmina el proyecto ponen de manifiesto la importancia de desarrollar una mirada personal, sensible y creativa de la arquitectura existente e imaginada.

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Gounari, Dimitra, and Agnes Papadopoulou. "DIGITAL APPLICATIONS FOR TEACHING BLACK AND WHITE PHOTOGRAPHY: THE CASE OF PORTRAIT PHOTOGRAPHY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1702.

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Golubentseva, Lyudmila I., and Vladimir P. Ryabukho. "Practical works on holographic interferometry and speckle-photography." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57900.

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Kim, Minung. "The Educational Status of College-level Photography-related Courses." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.40.

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Reports on the topic "Photography in education"

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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.

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Tabinskyy, Yaroslav. VISUAL CONCEPTS OF PHOTO IN THE MEDIA (ON THE EXAMPLE OF «UKRAINER» AND «REPORTERS»). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11099.

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The article is devoted to the analysis of the main forms of visualization in the media related to photo. The thematic visual concepts are described in accordance with the content of electronic media, which consider the impact of modern technologies on the development of media space. The researches of the Ukrainian and foreign educational institutions concerning the main features of modern photo is classificate. Modifications and new visual forms in the media are singled out. The main objective of the article is to study the visual concepts of modern photo and identify ideological and thematic priorities in photo projects. To achieve the main objective in the article a certain methodology were used. Due to the historical-theoretical description it was possible to substantiate the study of visual concepts. The conceptual-system method was used to study the subject of media photo projects. The main results of the research are the definition of visual concepts of photo on the example of electronic media and the identification of the main thematic features in the process of visual filling of the media space. Based on the study, we can conclude that today the information field needs quality visual content. For successful creation of visual concepts it is necessary to single out thematic features of modern photo and to carry out classifications on ideological and semantic signs. Given the rapid development of digital technologies, the topic of the scientific article we offer is relevant for scientists, journalists, media researchers, visual journalism experts and photojournalists. Modern space is filled with a large number of pictorial materials, which in most cases form specific images, patterns or stereotypes in the mind of the reader (viewer). Also important is the classification of photo used in journalistic publications. That is why there is a need to explore the content and principles of distribution of ideological priorities of photo in the media. The substantiation of scientists about the important place of photography in the modern media space and the future development of visual technologies, which already use artificial intelligence, is relevant.

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