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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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Haydel, Nia Woods. "Without sanctuary lynching photography in America, a case study on a higher education partnership for social justice education /." mixed, 2007. http://etd.gsu.edu/theses/available/etd-12062007-121141/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Marybeth Gasman, Joyce E King, Richard Lakes, committee members. Electronic text (199 p.) : digital, PDF file. Description based on contents viewed August 7, 2008. Includes bibliographical references (p. 156-164).
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Haydel, Nia Woods. "Without Sanctuary: Lynching Photography in America, A Case Study on a Higher Education Partnership for Social Justice Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/16.
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The social purpose of American higher education is a question that has frequently surfaced. The Atlanta showing of the Without Sanctuary: Lynching Photography In America Exhibit provided a unique opportunity for an institution of higher education, a government agency, and private citizens to collaborate on a reconciliatory project related to the social justice issue of lynching. The role of higher education has varied over the course of history, but the foundation for this study was laid when higher education institutions first developed an interconnectedness with the communities in which they resided, with higher education serving in a key capacity in the development and training of community leaders. This case study was designed to examine how Emory University, a private, prestigious, Southern research university, collaborated with external entities to provide educational opportunities for members of the Atlanta community to engage in discourse related to the lynchings that occurred in the United States from the 1870s to the 1960s. The case study method allowed for the exploration of complex social conditions from multidimensional perspectives. Interviews of individuals involved with the Exhibit and Emory University as well as document analysis were used to investigate the problem. The partnership was examined through a social justice framework, allowing for a full examination of the process and the outcome of the partnership in relation to the treatment of the subject matter. As a result of this study, a greater understanding of the role institutions of higher education can have in reconciliatory acts related to racial oppression and social injustice is provided.
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Richardson, Geoffrey. "The photography of Thomas Watson of Lythe : its importance as a social document." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:11280.
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Hall, Jeffrey L. "ELEMENTS THAT INFLUENCE VISUAL APPEAL IN PHOTOGRAPHS." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174794370.
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Gorbel, Jason Edward. "Examining Adolescent Student Photography and Related Processes to Inform Day Treatment School Curricula and Behavioral Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3991.
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Adolescent students with psychiatric disorders who are educated in day treatment school classrooms manifest cognitive limitations, maladaptive behaviors, and social functioning deficits that often lead to academic failure, impeding their productivity when they become adults and causing them to run afoul of the criminal justice system. Informed by their students' interests and perspectives, day treatment schoolteachers can individualize existing curricular and behavioral interventions, or develop alternatives so that unwanted classroom behaviors decrease and academic performance improves. This qualitative case study used Roland Barthes' (1981, 1985) theory of semiotics as a conceptual framework for answering how an analysis of photographs taken by adolescent day treatment school students who have psychiatric disorders provide insight into the students' interests and perspectives. The photography of seven adolescent participants, who were placed in a day treatment school and involved in its photography elective, was found to have communicated their interests and perspectives. A semiotic analysis was conducted of the photographs they took, observation notes made at the time the photographs were taken, and questionnaires collecting their reflections on taking the photographs. Should school-wide photography programs be implemented in day treatment schools and in schools with similar student populations nationwide, those programs could generate more effective curricula informed by their students' interests and perspectives. This could lead to a larger percentage of their graduates becoming productive members of society, thus prompting positive social change.
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Brown, Holly Beth. "Social Justice and Community-Based Art Education." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.
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Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.
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Richardson, Cynthia Watkins. "Picturing Nature: Education, Ornithology and Photography in the Life of Cordelia Stanwood: 1865-1958." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/RichardsonCW2002.pdf.
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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.
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Popovich, Patricia A. "Re-Connecting Adolescents with Nature using Environmental Art and Photography." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210364879.
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Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.
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This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.
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Emme, Michael John. "Derivation and application of a model of lens meaning." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32277.
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The twofold purpose of this study was to ground a model of Lens Meaning in the literature of the Fine Arts and Social Sciences and to use that term as a referent in evaluating three Media Studies curricula.
Lens Meaning is a term derived from a variety of sources, particularly Peirce (1955), whose semiotic theory described three systems of signs used as terms on one axis of a matrix or model by which Lens Meaning can be described. These terms are: "index", "icon", and "symbol". DeLauretis' (1984) expanded understanding of another system of signs described by Peirce, interpretants, is the foundation for the three terms on the other axis of the matrix. Those terms, which describe interpretation or response, are: "emotional", "energetic", and "habit changing". These, and other terms identified in the literature, provided a conceptual model that might be applied to the analysis and evaluation of programs of Media Studies, and similar documents.
Three Media Studies programs were selected for study: from Western Australia, Ontario, and Scotland. Application of the model permitted conclusions to be drawn on the extent to which current issues of an ideological and sociopolitical nature were addressed by these programs. It was concluded that the model achieved the purposes required of it and that it may be of further utility for educators.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Albayat, Fareed Mahdi. "A design model for using advanced multimedia in the teaching of photography in the Kingdom of Bahrain." Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/5412.
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This Study investigates the effectiveness of a new Instructional Design model for using advanced multimedia in the teaching and learning of photography at university level in Kingdom of Bahrain. A preliminary study revealed that the central problems faced by students are learning key technical aspects of photography coupled with insufficient resources and high student teachers ratio. Advanced multimedia was proposed as an effective tool for teaching and learning photography. A critical review and analysis of existing e-learning resources revealed that such technology might help in teaching and learning, especially subjects that need experience with real instruments like cameras. Through reference to the ASSURE model, Laurillard's conversational model, and insights from Steuer's Classification model, the researcher developed a new instructional design model for using advanced multimedia in photography education [AMPE]. This was field tested in University photography teaching. For the evaluation of the AMPE model a mixed-model design was used, combining quantitative and qualitative methods. In a quantitative evaluation, effectiveness in learning was estimated from the student achievement in a test. A comparison of the opinions of the two groups of students in a specially constructed questionnaire measuring their views of the respective teaching and learning methods was also applied. Finally engagement and enjoyment in learning in the two groups of students were also assessed through questionnaire. The participants‘comments, opinions, and suggestions were obtained through open-ended questions in the questionnaire. The study found that advanced multimedia enhances effectiveness, engagement, and enjoyment in learning photography. The instructional model and associated ―virtual camera‖ seems to be a suitable solution for the lack of real cameras in the classroom environment, and can help in the teaching of difficult technical photographic knowledge in an efficient and practical manner.
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Huang, Yi-hui. "An Interpretivist Study of Knowledge Provided by Seamless Digital-Synthesized Photographs." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1214941623.
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Giordano, Liliane de Fátima. "Uma proposta de imersão no processo da fotografia e na leitura de imagens." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/144075.
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Esta dissertação buscou entender como o processo de leitura da linguagem visual pode se expandir, por meio das relações que se estabelecem entre o eu - fotógrafo e o objeto a ser fotografado, através de um curso denominado Oficina de Fotografia. Adotou-se como referencial teórico os estudos de Paulo Freire sobre educação; de Ana Mae Barbosa sobre leitura de imagens; de María Acaso sobre educação visual; e de Joan Fontcuberta sobre a linguagem fotográfica. Para tal, constituiu-se um Grupo Focal com alunos de diferentes idades e profissões que haviam realizado o curso Oficina de Fotografia. Os depoimentos coletados constituem o corpus de análise dessa pesquisa. O método do Grupo Focal diz respeito à abordagem qualitativa de pesquisa, que procura conhecer o que os sujeitos envolvidos em uma determinada situação ou evento pensam a respeito de um tema proposto pelo pesquisador. Os resultados obtidos a partir da análise das entrevistas demonstram que os alunos passaram a ter uma leitura mais criteriosa não só das imagens fotográficas como também da linguagem visual em cenas cotidianas, após realizarem a Oficina de Fotografia.This dissertation aimed to understand how the process of reading visual language can be expand by the relations that are established between the photographer itself and the object to be photographed in a course called Workshop of Photography. As theoretical reference it was used the studies from Paulo Freire about education; from Ana Mae Barbosa about images reading; from María Acaso about visual education; and from Joan Fontcuberta about photographic language. A Focus Group was organized with subjects from different ages and professions that had already attended the Workshop of Photography. The statements collected constitute the corpus of analysis of this research. The Focus Group is applied in a qualitative research methodology that aims to know what the subjects, involved in a particular situation or event, think about an issue suggested by the researcher. The obtained results based on an analysis from the interviews showed that the subjects, after attending the Workshop of Photography, have achieved a more discerning reading not only of the photographic images, but also from the visual language in everyday life scenes.
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Haskins, Jan. "Experiences drawn upon by students in post-compulsory education as they explore environmental subject matter through photography." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487732.
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The purpose of this thesis is to consider if and how students in post-compulsory education draw upon their compulsory science education in a particular context whilst thinking about human interactions with their environments. This has been conducted through a case study investigating experiences drawn upon by students as they explore environmental subject matter with potential links to sustainable development and content addressed in National Curriculum science.
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Woolf, Deanna M. "Generic U:Comparing Photographic Images in High- and Low-Ranked University View Books." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1270154201.
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Bonus, Charmaine Gavera. "The pedagogical value of a situated learning environment: Delivery of a pre-registration nursing degree within a health precinct." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19973.
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This research was undertaken to explore the pedagogical value of a situated learning environment for the delivery of a pre-registration nursing degree from within a teaching hospital, and the wider health precinct. For the purpose of this study, pedagogical value is defined as being conducive to meaningful engagement of learners (Horsfall, Cleary, & Hunt, 2012). In 2016, the nursing school of a large university in Sydney, New South Wales, Australia introduced a new model of program delivery. For the duration of their pre-registration degree, a cohort of Graduate Entry (GE) students were situated within a Local Health District (LHD), their campus a major teaching hospital. Eight of a possible twenty-two students participated in the study. The epistemology of constructivism was used with the theoretical perspective of social constructionism (Crotty, 1998). Four qualitative data collection methods were utilised – (i) photo elicitation (photographs), (ii), photo feedback (analytical, reflective captioning) (collectively, ‘Visual Participatory Methods’ ‘VPM’), (iii) a focus group and (iv), follow-up semi-structured interviews (Creswell, 2014; Harper, 2002; Prosser, 2011). The Graneheim and Lundman (2004) method of qualitative content analysis was applied, with analysis remaining within the descriptive domain. The findings of this study support the argument for a more integrated, socio-cultural approach to learning and teaching for student nurses within Communities of Practice. (Wenger-Trayner, Fentron-O'Creevy, Hutchinson, Kubiak, & Wenger-Trayner, 2015). For these student participants, the pedagogical value of a healthcare setting as their situated learning environment was the meaningful learning experiences that assisted their transition to professional practice. Participants identified and associated themselves with the hospital as part of the health precinct, rather than the nursing school as part of the university program. It became a matter of place and perceived legitimacy that their situated learning environment had over the traditional university campus setting. The authentic hospital environment reassured students of the choice to pursue nursing as a career, and the relevance of their concurrent learning. In this way, there is a constant and visible source of ongoing motivation. Due to the reality of the hospital environment and dynamics, there is a heightened awareness of the relevance that theory directly has to practice. The realism that the environment holds facilitated student awareness of professional boundaries and identities; something participants would often refer to as “the mindset” of being a nurse. This arose from experienced environmental familiarity and perceived belongingness. Perceptions of hospital environment-associated anxiety decreased over time and experience, expediting the process of adjustment and orientation to the hospital setting and the clinical environments in it. The strength of using the VPM were that memories became more vivid and evoked emotions. Discussions were more in-depth and insightful by the use of photographic depictions and accompanied reflections. Such pairing can be valuable when investigating the role of places in people's journeys. Recommendations from this study include extending the current research, to include a comparison with the main campus student counterparts or to follow their transition into professional practice as registered nurses. Such research using student or newly graduated nurse experiences could be used to 1. inform ways to better support identity development in the preparation for transition to professional practice; and 2. explore the potential influence that a prolonged and consistent exposure to a situated hospital learning environment has on levels of clinical reasoning and belongingness.
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Smith, Ruth Marie. "Young Somali Women and Narrative Participatory Photography: Interrupting Fixed Identities through Dumarka Soomaaliyeed Voices Unveiled." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406883242.
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Chappell, Kerry. "Creativity within late primary age dance education : unlocking expert specialist dance teachers' conceptions and approaches." Thesis, City University London, 2005. http://openaccess.city.ac.uk/11882/.
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This study is a qualitative interpretive investigation of three expert specialist dance teachers' conceptions of and approaches to creativity with late primary age children in England carried out using a multi-case case study approach. These specialists were working in a variety of educational settings and had extensive experience as dance educators with some degree of experience, past or present, of creating and/or performing as dance artists. The study was carried out in order to increase understanding of expert specialist dance teachers' conceptions of and approaches to creativity, and how these relate to theories of creativity and teacher knowledge from within dance education and wider relevant education literature, particularly in light of the creativity agenda in England stemming from the NACCCE Report (1999). The purpose of this study was firstly exploratory and illustrative with the exploration of Foundations for Creativity; Creativity as Individual, Collaborative and Communal; and Creating the Dance underpinning the explanation of Teaching for Creativity: Spectra of Approaches and Shaping Influences. These findings were compared with existing literature and contribute to the field In a number of ways. Firstly, they provide: an 'image of the possible' from these experts of an embodied socially constructed way of knowing and accompanying pedagogy as foundational to creativity in primary age dance education, which is also potentially pertinent to wider primary education; an argument for moving beyond individualised conceptions of creativity to embrace deeper understanding of the dynamics of creativity as collaborative and communal within dance and wider education; and a teacher-derived image of the creative process which reinforces arguments against 'over-assuming'the commonalities of creativity across domains. Secondly, the findings offer a possible pedagogical toolkit for teaching for creativity in primary age dance education including three pedagogical spectra, images of their possible use in action, and details of the dilemmas faced and overcome using professional practical knowledge, which may also be applicable in wider educational settings. And, thirdly, the findings contribute to understanding how the dance teachers' practical knowledge in relation to creativity developed through reframing, leading to an argument for wellsupported reflective practice within specialist dance teacher training and CPD as a key way of contributing to the professionalisation of their work.
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Dunn, Hamish. "Democratising fundoscopy: Using novel technology and education to make the ocular fundus accessible beyond ophthalmology." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29364.
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Fundoscopy is an invaluable clinical examination, offering a direct view of the neurovascular system, yet it remains rarely and poorly performed by non-eye health practitioners. The technical challenges of viewing the fundus with the traditional ophthalmoscope mean that critical information is overlooked in current practice, to the detriment of patients. This thesis explores whether fundoscopy by non-eye health experts can be improved using novel technologies and optimised education.
Part 1 reviews the historical context and existing literature on fundoscopy. Part 2 describes three studies focussed on fundoscopy use and education across a spectrum of medical training. Smartphone fundoscopy was demonstrated to improve the ease of use, usability and diagnostic accuracy of fundoscopy for medical students. Additionally, e-learning modestly improved fundus interpretation. Part 3 describes four studies in which portable, digital fundoscopy tools and screening protocols were implemented in Emergency Departments in metropolitan and regional NSW, tertiary-hospital diabetic clinics, and amongst neurology inpatients. Clinically important prevalences of otherwise-missed, blinding and life-threatening pathology were detected in all settings. The detection of pathology and normalcy was enhanced, resulting in significant improvements in patient outcomes across a spectrum of medical contexts. Specialist telemedicine diagnostic support was required for optimal diagnostic accuracy.
In conclusion, the ocular fundus has always held a wealth of clinical findings with implications outside ophthalmology, and the proliferation of novel fundus-imaging technologies, alongside better-targeted education, promises to unlock the clinical riches of a non-invasive view of the neurovascular system. This thesis helps to quantify the current and potential future value of fundoscopy; direct efforts to democratise fundoscopy, and; better integrate it into clinical practice beyond the ophthalmic clinic.
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Taylor, Nicole. "Using Photography Activity Schedules to Facilitate Independent Completion of Academic Tasks for Young Children with Autism." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7317.
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Some children with autism spectrum disorder (ASD) struggle to perform a series of academic tasks, like academic worksheets, independently. Photographic activity schedules are one technique that has been demonstrated to promote independent behavior in individuals with ASD. This study used a multiple baseline design across participants to examine how activity schedules impacted the accurate and independent completion of a series of academic tasks (i.e., worksheets) for young children with ASD. Participants included three young children with ASD 6 and 7 years old who performed a series of academic tasks in the presence of an adult, but struggled to display those concepts accurately in the absence of an adult. Procedures involved training participants to use activity schedules through graduated guidance until participants used activity schedules to accurately complete three academic tasks without additional assistance. Completing these worksheets using schedules not only improved student accuracy but also provided more opportunities for students to learn in an environment with their typically developing peers.
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au, G. Brand@murdoch edu, and Gabrielle Brand. "Photography and Reflection: A study exploring perceptions of first year nursing students towards older persons." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090702.110629.
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This qualitative exploratory study sought to explore and analyse the perceptions of first year nursing students aged 18-25 years toward older persons in aged care facilities. The expectations of first year nursing students in relation to performing nursing care on older persons was also examined. The students perceptions were explored using a photo-elicitation technique to evoke an emotive response. By challenging and confronting the participants with realistic photographs of nursing care, this technique encouraged the research participants to engage in anticipatory reflection prior to their first aged care clinical placement.
Data were gathered through demographic questionnaires and semi-structured photo-elicitation interviews. Findings were analysed using thematic analysis. Themes included dissecting what it means to be a nurse, recognising dependence, and the re-visioning of therapeutic relationships including considering patient dignity and empathising with older persons. A youthful reflection on the differences between young and old included participants fearing for themselves in future, and this was another identified theme. The photo-elicitation technique challenged and confronted participants as they became aware of the responsibilities of performing nursing care and their belief that they lacked emotional preparedness. Experiencing sensitivity and awkwardness to nakedness of older persons bodies was also highlighted by most of the participants responses.
The findings suggest that it is essential in this time of demographic change and the growing ageing population that nursing education responds to the challenge of an evolving health care system by providing qualified, experienced aged care nurses who are familiar with the reality of older people. Therefore, first year nursing students transition to aged care nursing clinical placement and the adoption of positive attitudes is paramount. Despite a large number of research studies highlighting nursing students disinterest in caring for older persons, there have been few studies investigating educational interventions that could assist in overcoming this negative trend.
The findings from this study have important implications for teaching strategies aimed at understanding undergraduate nursing students. Using photography to elicit emotional responses can also assist with reflective practice, which can be useful to enhance self awareness and an aesthetic and personal knowing. Encouraging anticipatory reflection can help socially prepare nursing students, increase their readiness for learning and foster more positive attitudes to caring for older people prior to the students initial aged care clinical placement.
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Cancellieri, Agathe. "Une Nouvelle Vision américaine : le département photographique de l'Institute of Design à Chicago de 1946 à 1972." Thesis, Paris 1, 2019. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/8fa43e47-6d9c-45ea-8146-f9a52613b5bc.
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À sa création en 1944 l’Institute of Design de Chicago (ID) s’inscrit dans une continuité avec le New Bauhaus (1937-1938) et la School of Design (1939-44), deux institutions dirigées par László Moholy-Nagy, ancien professeur au Bauhaus allemand. L’ID ouvre véritablement le chapitre américain de son histoire en intégrant en 1945 un programme exclusivement consacré à la photographie. Le département photographique de l’ID est-il parvenu malgré le poids de son héritage à produire une nouvelle vision pédagogique et artistique ? Cette thèse propose, à partir d’archives inédites, d’œuvres et de témoignages d’élèves et de professeurs, de questionner l’influence de ce département sur l’enseignement de la photographie et sa reconnaissance en tant qu’art aux États-Unis. Le premier chapitre retrace le passage de témoin entre les avant-gardes européennes et une nouvelle génération américaine qui utilise l’approche expérimentale de Moholy-Nagy pour construire une vision documentaire de la ville de Chicago. Le deuxième chapitre raconte comment le département, dans les années 1950, assoit sa légitimité artistique sous la direction de deux photographes majeurs de la scène américaine, Aaron Siskind et Harry Callahan. Le troisième chapitre montre comment le département est devenu un modèle d’enseignement aux États-Unis. La formidable reconnaissance du programme à l’extérieur de l’ID marque aussi la fin d’une exception puisque les anciens étudiants, devenus professeurs dans d’autres universités américaines, « normalisent » les méthodes révolutionnaires de l’ID. Plus qu’une destination, le département a représenté un carrefour pour les photographes et les éducateurs qui l’ont traverséIn 1944 the Institute of Design in Chicago (ID) opened as the continuation of the New Bauhaus (1937-1938) and the School of Design (1939-1944), both institutions founded by László Moholy-Nagy, former professor at the German Bauhaus. The ID began a new chapter in 1945 by creating a program exclusively dedicated to photography. How did the department of photography despite the weight of its heritage develop a unique pedagogy and artistic vision? Through unpublished archives, photographs, and testimonies of students and professors, this dissertation offers to interrogate the department’s impact on photography education and on photography’s recognition as an art in the United States. The first chapter retraces the hand-over from the European avant-gardes to a new American generation who used the experimental approach of Moholy-Nagy to build a documentary vision of the city of Chicago. The second chapter shows how the department established its artistic legitimacy under the direction of two great American photographers, Harry Callahan and Aaron Siskind. The third chapter demonstrates how the department became a model for photography education. However, with the terrific recognition of the program the ID stopped to be an exception. The students, in becoming professors in other American universities, « normalized » the revolutionary methods of the ID. More than a destination, the department has been acting as a crossroads for photographers and educators
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Al-Shatti, Ali Abdul-Kareem. "Evaluation of students' understanding of photography in the public authority for applied education and training in the State of Kuwait." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367681.
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Van, Heerden Leanri. "Detecting Internet visual plagiarism in higher education photography with Google™ Search by Image : proposed upload methods and system evaluation." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/249.
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Thesis (M. Tech. (Design and Studio Art)) - Central University of Technology, Free State, 2014The Information Age has presented those in the discipline of photography with very many advantages. Digital photographers enjoy all the perquisites of convenience while still producing high-quality images. Lecturers find themselves the authorities of increasingly archaic knowledge in a perpetual race to keep up with technology. When inspiration becomes imitation and visual plagiarism occurs, lecturers may find themselves at a loss for taking action as content-based image retrieval systems, like Google™ Search by Image (SBI), have not yet been systematically tested for the detection of visual plagiarism. Currently there exists no efficacious method available to photography lecturers in higher education for detecting visual plagiarism. As such, the aim of this study is to ascertain the most effective uploading methods and precision of the Google™ SBI system which lecturers can use to establish a systematic workflow that will combat visual plagiarism in photography programmes. Images were selected from the Google™ Images database by means of random sampling and uploaded to Google™ SBI to determine if the system can match the images to their Internet source. Each of the images received a black and white conversion, a contrast adjustment and a hue shift to ascertain whether the system can also match altered images. Composite images were compiled to establish whether the system can detect images from the salient feature. Results were recorded and the precision values calculated to determine the system’s success rate and accuracy. The results were favourable and 93.25% of the adjusted images retrieved results with a precision value of 0.96. The composite images had a success rate of 80% when uploaded intact with no dissections and a perfect precision value of 1.00. Google™ SBI can successfully be used by the photography lecturer as a functional visual plagiarism detection system to match images unethically appropriated by students from the Internet.
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Sandlin, James Dale. "A comparison of the perceived credibility and usefulness of beef cattle magazine articles with and without photographs." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2632.
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Nascimento, Maria Jose de Oliveira. "Desenho de luz : caleidoscopio de imagens e historias." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252368.
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Orientadores: Ana Angelica Medeiros Albano, Milton Jose de AlmeidaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Rocha, Alexandre Humberto Gonçalves. "Aluar = um olhar sobre a cidade." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284955.
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Orientador: Roberto Berton De ÂngeloDissertação (mestrado) - Universidade Estadual de Campinas, Instuto de Artes
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Resumo: Ensaio fotográfico que dá conta de um olhar diferenciado sobre centros urbanos de cidades como Brasília e Sorocaba. Um olhar baseado na relação conflituosa entre claro e escuro, entre luzes e sombras e que revela ser não apenas um olhar fotográfico, mas um olhar de conhecimento, de Esclarecimento, um olhar dialético. O trabalho tenta entender e explicar o processo de desenvolvimento desse olhar, que envolve o amadurecimento do autor como um todo. Um processo de educação, que integra diversas áreas do conhecimento, tais como Filosofia, História, Música, Arquitetura, Pintura, Cinema, Vídeo, etc, e que toma corpo durante o período de construção desse olhar. Portanto, um olhar cultural, historicamente situado no tempo e espaço. Um outro fator importante foi o desenvolvimento de uma metodologia de trabalho. Este processo se deu na medida que o trabalho ganhava corpo unitário e fechado (quanto ao tema escolhido e a forma desenvolvida), como um ensaio fotográfico, num primeiro momento empiricamente e num segundo momento de uma forma consciente e racional. O trabalho vai das sombras mais simples de artefatos urbanos (principalmente árvores e postes), até atingir seu amadurecimento, nas fotos em contra luz, com as sombras ocupando a quase totalidade da imagem, na descoberta da iluminação, passando ainda pelo uso da cor. Portanto, uma Reflexão sobre o processo de criação do autor
Abstract: A photographic essay on a special way to look at urban centers in cities like Brasilia and Sorocaba. A look based on the conflicting relation between light and dark, between lights and shadows, and that comes out to be not just a photographic look but also a look of knowledge, of enlightenment, a dialectic way of seeing. This present study aims at understanding and explaining the process of the development of this way of seeing which involves the maturing process of the author as a whole. It's an educational process bringing together several areas of knowledge such as Philosophy, History, Music, Architecture, Painting, Cinema, Video, etc, and that takes shape along the period when this way of seeing is being built. So, it's a cultural way of seeing, historically located in time and space. Another important factor was the development of a work methodology. This process happened as the study grew and got embodied as a separate unit (in relation to the chosen theme and the shape developed), as a photographic essay, first happening empirically, and in a second moment on a conscious and rational way. This research project starts from the very simple urban objects (mainly trees and lampposts) to reach its maturing point in counter light photos, by getting the shadows taking over almost the total image, by discovering illumination processes, and by the use of color. Therefore, it's a Reflexion on the creative process of the author
Mestrado
Mestre em Multimeios
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Hasan, Hammam Adib. "Developing a pictorial method to examine gang and non-gang perceptions of school /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7837.
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Du, Toit Derick. "Through our eyes: teachers using cameras to engage in environmental education curriculum development processes." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003685.
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This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.
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Callen, Tara Ashmore. "Video Art and Photography in Creation of Autobiographical Narratives with Adolescent Girls Aging out of an Orphanage (Hogares de Ni?as) in Peru." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689108.
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This dissertation was designed using a qualitative research mode of inquiry that utilized a mixed methodology approach. This dissertation was an ethnographic narrative study tracking eight young women who were “aging out” or forced to leave their orphanage in Peru, where most of them had spent a majority of their lives. The study examined the way in which a collaborative art community could support the participants as they narrated their lives over a 16-month period of time through photojournaling and social media outlets.
This study relied upon interviews, on-site observations, personal journaling, and photographing, in addition to an overall thematic analysis of the output of each of the eight participants and two nuns. From these data, six key themes emerged concerning the outcomes of each young girl’s continuing life at the Hogar and their endeavors outside of the orphanage. The focal points of this study were community building via art making and building of personal aesthetic, community engagement, reflection on self-identity, cross-cultural art education, and shared experience via photo-art narratives and social media.
This research also examined the role of collaborative art experiences in helping these young women structure new identities and form collaborations with their peers designed to sustain them into their future lives. This dissertation studied not only the formation of singular identities but how these functioned within a collaborative identity that supported the young participants as they moved out of their orphanage and forward into the outside world.
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Faria, Nivia Giacomini Fontoura. "Fotografia digital de feridas: desenvolvimento e avaliação de curso online para enfermeiros." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-14122010-122722/.
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O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso online de fotografia digital de feridas para enfermeiros, utilizando o Ambiente Virtual de Aprendizagem (AVA) - Moodle. A metodologia de desenvolvimento do curso baseou-se no modelo Addie (abreviatura em inglês para analysis, design, development, implementation e evaluation análise, design, desenvolvimento, implementação e avaliação) fundamentado no Design Instrucional Contextualizado (DIC). O curso encontra-se hospedado no servidor da Universidade de São Paulo, no Ambiente Virtual de Aprendizagem Moodle redealuno, disponível na categoria de cursos da Escola de Enfermagem da USP. O curso foi organizado em cinco módulos, que abrangem os temas referentes aos aspectos históricos e éticos do uso da imagem em saúde, técnicas de fotografia e arquivamento de imagens de feridas, e estão estruturados com objetos de aprendizagens, imagens, textos para leitura obrigatória e complementar, fóruns, atividades colaborativas, glossário e exercícios de feedback e avaliações. O curso foi avaliado por onze especialistas nas áreas de ensino a distância, fotografia e estomaterapia. Os especialistas utilizaram um formulário com 32 itens que contemplava 344 critérios de avaliação, relacionados aos aspectos educacionais, aos recursos didáticos e a interface do ambiente. De maneira geral o curso foi avaliado pelos especialistas como excelente em 208 (59,1%) e satisfatório em 122 (34,7%) itens, e apresentaram sugestões de melhorias que foram acatadas. Conclui-se que a metodologia adotada propiciou o desenvolvimento de um curso online inovador, interativo e colaborativo, que contribuirá para o ensino, a pesquisa e a assistência em enfermagem, bem como propiciará a disseminação do conhecimento, na área de informática no ensino de enfermagem, agregando mais uma iniciativa aos crescentes esforços para a produção tecnológica em enfermagem.This study consists of an applied research of production technology, which aimed to develop and evaluate online classes of digital photography of wounds for nurses, using the Virtual Learning Environment (VLE) - Moodle. The development methodology of the classes was based on the model Addie (abbreviation in English for analysis, design, development, Implementation and evaluation) - based on Instructional Design in context (DIC). Classes are hosted on the server of the University of Sao Paulo, in the Moodle Virtual Learning Environment- redealuno, available in the category of classes at the USP-School of Nursing. Classes were organized into five modules, covering topics related to the historical and ethical aspects of the use of the health image, photography´s techniques and filling images of wounds, and are structured by learning objects, images, required and complementary readings texts, forums, collaborative activities, glossary, feedback exercises and evaluations. Classes were evaluated by eleven experts in the areas of distance education, photography and enterostomal terapy. Experts used a form with 32 items that included 344 evaluation criteria related to educational issues, to didactic resources and environment interface. Overall, experts evaluated the classes as excellent 208 (59.1%) and satisfactory 122 (34.7%) and made suggestions for improvements that were accepted. It was concluded that the adopted methodology enabled the development of innovative, interactive and collaborative online classes, which will contribute to the education, research and care in nursing, and it will provide the dissemination of knowledge in computer science in nursing education, adding one more initiative to the growing efforts to produce technology in nursing.
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Prophet, Jane. "Taste, teaching and the Utah teapot : creative, gender, aesthetic and pedagogical issues surrounding the use of electronic media in art and design education : with particular reference to hypertext applications." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/39005/.
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This investigation charts a number of complementary explorations at the site of electronic media in art practice and design and media education. Artists are increasingly using video and computer technology in the production of their work, and these shifts are reflected in the way design and media courses are taught in Higher Education. This study seeks to relate a number of often contentious issues, but complex questions are central to any debate about the use of electronic imaging technologies by artists and the implications for teaching and learning. In this respect, the thesis is informed by my dual role as an artist using electronic media and as a lecturer in video and digital imaging in the Media Department at the University of Westminster. The study is based on a particular model of action research, and seeks after the manner of Glaser and Strauss (1967) to "ground" theory in the aggregate perceptions, understandings, and artistic or pedagogical orientations of those seeking to bring order to their own experiences in the settings. The text is arranged in eleven chapters. It begins by introducing the boundaries of the phenomena under study (which is necessarily ragged and untidy and challengingly gritty, since the composite issues have yet to have attracted any clarity of exposition, and the field is in any case characterised by imaginative leaps and cross-fertilisation) and the methodological and idealogical stances adopted. Methodologically the thesis is wide-ranging and eclectic, although also contained within the kind of feminist epistomology proposed by Sandra Harding (1992), Marnier Lazreg (1994) and others. It then moves on to examine a number of focal points and issues related to the use to which electronic media is put by artists. These topics include my own sustained attempts to develop non-linear computer systems for mapping associative thoughts, and a more general and more detailed study of the principles and characteristics of these systems when they are used for holding information about knowledge domains. Following this, there is a chapter dedicated to the application of these principles to a particular knowledge domain, colour theory, with the aim of designing a computer aided learning package. The interconnections between all the topics, issues and themes studied in the text are highlighted in the middle of the thesis before moving on to more specific investigation of the issue of gender in both technological education and creativity, with an emphasis on the use of imaging technologies by women artists. The impact of these technologies in terms of shifting aesthetic values and tastes forms the basis of the final chapter, and a conclusion seeks to offer both a tentative intellectual synopsis and to indicate how the exercise has influenced and affected my work as an artist. I am aware that to some extent this arrangement challenges both the linear quality of conventional research reportage and academic distrust of promiscuously interpenetrating ideas. I trust that this form of discourse, deliberately chosen, is experienced as working within its own terms.
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Frantz, Débora de Sales Fontoura da Silva. "Potencialidades da fotografia para o ensino de geometria e proporção em uma escola do campo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134677.
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A pesquisa investigou as potencialidades da Fotografia para o ensino de Geometria, em especial para o estudo do conceito de proporções, a partir de atividades desenvolvidas com um grupo de estudantes das turmas de 8° ano e 8ª série/9° ano, de uma escola do Campo, localizada no município de Herveiras (RS). Os objetivos foram identificar e reconhecer a realidade destes estudantes, que se caracterizam como estudantes de uma escola do Campo; elaborar e aplicar uma sequência de atividades que explorem as potencialidades da Fotografia como recurso didático para o ensino de Geometria e Proporção; e analisar as conexões que os estudantes de uma escola do Campo estabeleceram entre Fotografia e Matemática, a partir das atividades desenvolvidas. Pelo fato de a Educação do Campo ser pouco discutida por quem está distante do cenário da vida do Campo, tornou-se relevante um breve e panorâmico estudo sobre a Educação do Campo, de modo que fosse possível uma análise do contexto histórico e cultural da escola e da comunidade em que os participantes estão inseridos. A pesquisa enfatiza interfaces entre a Educação Matemática, a Educação do Campo e a Fotografia, de modo a possibilitar situações de ensino que estimulem a aprendizagem da Matemática escolar, até porque são poucos os estudos que tomam como objeto as interfaces entre a Fotografia e a Educação Matemática. As atividades desenvolvidas que subsidiaram as análises aconteceram ao longo do segundo semestre do ano de 2014, em 6 encontros, totalizando 22 horas de atividades práticas realizadas com 11 estudantes participantes. A documentação produzida é constituída de registros fotográficos produzidos pelos estudantes e pela professora-pesquisadora, além de registros escritos e filmagens. As análises dos dados são centradas em três categorias: a) o olhar dos estudantes fotógrafos para as paisagens. Essa categoria é elencada em quatro subcategorias, que são: a beleza e a harmonia do Campo, a destruição do Campo, sinais de Modernização no processo produtivo e da vida do Campo e as moradias dos estudantes - modos de viver; b) potencialidades da Fotografia para o ensino de Geometria e proporção. Nessa categoria são elencadas quatro subcategorias, sendo elas: técnica do olhar - perspectiva, visualização de formas geométricas nas fotografias: o bidimensional e o tridimensional, Razão e Proporção e Geometria das Transformações Isométricas. Por meio da análise das atividades, foi possível evidenciar que a sequência de atividades com Fotografias contribuiu, dentre outros aspectos, para a construção de um outro olhar sobre a Fotografia, seja na percepção da presença da Geometria, assim como no processo de elaboração conceitual de proporção e nas relações entre os diferentes registros do cotidiano. Como produto da pesquisa, foi elaborado um livro do tipo paradidático para subsidiar professores de Matemática no trabalho em sala de aula, a fim de ampliar e aprimorar o leque de conhecimentos no processo de aprendizagem destes conteúdos de forma mais dinâmica.The research investigated the potential of Photography for teaching geometry, in special for the study the concept of proportions, from developed activities out with a group of students of classes the 8° year and 8ª grade/9º year, a school of countryside, localized in the municipality of de Herveiras (RS). The objectives were to identify and recognize the reality of these students, which is characterized as students of a school of countryside; develop and implement a sequence of activities what explore the potential of Photography as didactic resource for teaching of Geometry and Proportion; and analyze the connections that the students of a school of countryside established between Photography and Mathematics, from the developed activities. Because of the education of countryside to be little discussed by who it is distant the scenery of life in the countryside, has became relevant a short and panoramic study about the education of countryside, so that it was possible an analysis of the historical context and cultural of the school and the community whereupon the participants they are inserted. The research enfatizar interfaces between the Mathematics Education, the rural Education and the Photography, so enoble situations of teaching than stimulate the learning of school mathematics, because there are tehe studies that take as object the interfaces between the Photography and the mathematics education. The developed activities that subsidized the analyzes happened along of second semester of the year 2014, in, 6 meetings, totaling 22 hours of practical activities performed with 11 students participating. The documentation produced it is made of photographic records produced by students and by teacher-researcher, as well as written records and footage. The analysis of data they are centered in three categories: a) the look of students for landscapes. This category is elencada into four subcategories, that are: the beauty and harmony of the countryside, the destruction of the countryside, signs of Modernization in the productive process and the life of the field and the villas of students - ways of living; b) Photograph potential for teaching geometry and proportion. Potential the photography for learning of geometry and proportion. In that category are listed four subcategories, being them: technical look - perspective visualization of geometric shapes at the photographs: the two-dimensional and the three-dimensional, ratio and proportion and geometry of Isometric Transformations. Through analyzing the activities, was possible evidence that sequence of activities with photographs contributed, among other things, to construted another look on Photography, is the perception of the presence of Geometry, as well as the conceptual elaboration process of proportion and in relations between the different records of everyday. As the investigational product, It has crafted a book type paradidactic for subsidize teachers of Mathematics in the work in the Classroom, in order to enlarge and improve the range of knowledge in the process of learning process of these contents more dynamically.
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Freisleben, Alcimar Paulo. "A fotografia como recurso didático na educação ambiental." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/142.
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Previous issue date: 2013-05-08Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The photographic image is above all an attempt to unify and overcome the fragmentation and compartmentalization of knowledge and focuses the environmental education. This work presents a discussion about some didactics possibilities in the use of photography as a methodological resource of teaching, aimed at raising awareness of environmental issues and training critical student. We work with twenty-six students eighteen authors students and eight students not authors of the photographs during the Geography classes of high school, at the public college Dr. Eduardo Virmond Suplicy, in Francisco Beltrão city, Brazil. The research was structured through the capture and subsequent analysis of the city landscape photographs. For we understand better how the use of imaging and photography are being used in classrooms, eight active teachers and one notactive teacher participated of the research. Among the teachers, eight are licensed in Geography and one of them is licensed in Arts. They teach courses in several areas, at elementary and high school, and universities, in public and private institutions of the Paraná state, Brazil. Thirty-five individuals took part, being twenty-six students and nine teachers. We seek to evaluate the potential didactic from the photography in the teaching and Environmental Education. Therefore we constructed a digital image collection that is available in DVD annexed. There are many didactics possibilities from the photography, both printed as projected in the media or on TV Pen-drive, as well as the photographs from blogs and photoblogs. They are ways that can be inserted daily at the school. The selection of photographs appropriate to the activity is very important, as well the teacher must be able to promote debates with the students for a critical analysis of the photographs, unveiling the photography meanings, correlating the images with the lesson theme and with the pedagogical objectives intended.
A imagem fotográfica é, sobretudo, uma tentativa de unificação e superação da fragmentação e a compartimentação dos saberes e tem como objeto a educação para o ambiente. Esta dissertação traz como discussão algumas possibilidades didáticas no uso da fotografia como recurso metodológico de ensino, voltado à sensibilização para a questão ambiental e capacitação crítica do aluno. Trabalhamos com 26 alunos - sendo 18 alunos-autores e 8 alunos-não-autores das fotografias - na disciplina de Geografia no Ensino Médio, do Colégio Dr. Eduardo Virmond Suplicy, da rede pública de ensino de Francisco Beltrão/PR. A pesquisa foi estruturada por meio da captação e posterior análise de fotografias da paisagem da cidade. Para compreendermos melhor como o recurso da imagem e da fotografia estão sendo usados em sala de aula, 8 professores atuantes e 1 não atuante participaram como sujeitos da pesquisa. Destes sujeitos, 8 são licenciados em Geografia e 1 em Artes e ministram disciplinas em áreas variadas, no Ensino Fundamental, Médio e Superior da rede pública e privada de ensino, do estado do Paraná. No total fizeram parte 35 sujeitos, sendo 26 alunos e 9 professores. Buscamos avaliar o potencial didático da fotografia no ensino e na Educação Ambiental e elaboramos um acervo de imagens digitais que está disponível em DVD (no anexo). As possibilidades didáticas da fotografia são muitas, tanto a impressa, quanto a projetada no multimídia e na TV Pen-drive, como as fotografias dos blogs e fotoblogs. São formas que podem ser inseridas no dia-a-dia da escola. Um dos principais critérios é a seleção das fotografias adequadas à atividade e que o professor consiga proporcionar debates com os alunos para a análise critica destas fotografias; desvelar os seus sentidos e significados e correlacionar estas imagens fotográficas com a temática da aula e com os objetivos pedagógicos a serem alcançados.
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Farre, Anny Giselly Milhome da Costa. "Imagem, reflexÃo e aÃÃo para a promoÃÃo da saÃde de adolescente no contexto rural." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3467.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorINTRODUÃÃO: CrianÃas e adolescentes brasileiros sÃo considerados a parcela mais vulnerÃvel da populaÃÃo devido à exposiÃÃo a agravantes sociais decorrentes da pobreza e falta de acesso a serviÃos bÃsicos como educaÃÃo, saÃde, esporte, lazer e profissionalizaÃÃo. O contexto social à um fator significante para a formaÃÃo do adolescente como sujeito de valores e atitudes, e viver em zona rural e/ou assentamentos rurais à fator determinante de sua vulnerabilidade social. à necessÃrio conhecer o contexto social para elaborar propostas e atuaÃÃes que influenciarÃo a saÃde dos adolescentes. Frequentemente, a fotografia à utilizada em pesquisas na Ãrea da saÃde como meio de conhecimento/ interpretaÃÃo da realidade de vida dos sujeitos. Consideramos que, atravÃs da fotografia, poderemos conhecer a visÃo de saÃde rural por parte dos adolescentes, promovendo um processo de reflexÃo crÃtica em grupo sobre imagens e temas. OBJETIVOS: Analisar as visÃes da saÃde rural por parte dos adolescentes com base no processo de conscientizaÃÃo de Paulo Freire, identificando os principais problemas de saÃde da comunidade. METODOLOGIA: Estudo do tipo Community-Based Participatory Research (CBPR), com abordagem qualitativa, baseado no referencial teÃrico-metodolÃgico da EducaÃÃo CrÃtica de Freire e da Fotografia Documental. Vinte e seis adolescentes participaram da pesquisa. A coleta dos dados seguiu o mÃtodo photovoice, de Wang e Buris, e atravÃs de quinze encontros grupais, os principais problemas de saÃde que afetam os adolescentes rurais foram debatidos. Cada participante ganhou uma cÃmera fotogrÃfica, captou imagens da sua comunidade e refletiu acerca de suas fotografias. Os resultados foram organizados em temas e categorias atravÃs de anÃlise participativa. RESULTADOS: Nesta pesquisa, prevaleceu um nÃmero maior de meninas (21) do que de meninos (5), e de jovens na faixa etÃria de 12 e 13 anos (16). O convÃvio familiar principal foi com pais (24) e avÃs (02) e, no geral, os participantes expuseram a famÃlia como a base de tudo. A percepÃÃo de saÃde foi caracterizada por dois opostos: ou o adolescente estava muito saudÃvel ou muito doente na Comunidade CarapiÃ. Os temas escolhidos para fotografar representaram as principais preocupaÃÃes dos jovens com as questÃes sociais da comunidade rural: natureza, educaÃÃo, lazer, saÃde, alimentaÃÃo e uso de tabaco e Ãlcool. Foram selecionadas 131 imagens para reflexÃo crÃtica. Relatos escritos demarcaram a importÃncia da natureza na saÃde do adolescente rural, bem como a pobreza da comunidade e falta de recursos na Unidade de SaÃde. Os adolescentes encerraram o projeto fotovoz com a exposiÃÃo âRealidade em Imagemâ, na comunidade rural, onde populaÃÃo, mÃdia e gestores interagiram. Foram vivenciados os trÃs nÃveis de consciÃncia classificados por Freire, de forma inacabada e em momentos diversos, e o processo de conscientizaÃÃo foi realizado do olhar atravÃs das lentes para o olhar sobre a realidade. CONCLUSÃO: Consideramos fotovoz uma estratÃgia de educaÃÃo em saÃde positiva, que envolveu os adolescentes na saÃde coletiva da comunidade e potencializou a voz do jovem como protagonista de sua histÃria. A visÃo de saÃde do adolescente rural à especÃfica, sua cultura influencia seus pensamentos e aÃÃes. Logo, os Programas de AtenÃÃo à SaÃde do Adolescente devem considerar as diferenÃas entre o meio rural e urbano. Existem alguns desafios a serem superados, principalmente os que influenciam a quebra do poder polÃtico de formaÃÃo do senso comum nas comunidades rurais. Recomendamos novas pesquisas acerca desta metodologia no Brasil.
INTRODUCTION: Brazilian children and adolescents are considered to be the most vulnerable part of population, due to their exposition to social aggravating elements that poverty and lack of access to basic services as education health, sports, leisure and professionalization increase. Social context is a very significant factor to adolescent`s education as a subject who embraces values and attitudes. Living at Brazilian country areas is a determining factor for his/her social vulnerability. It is necessary to know social context to develop purposes and actions that can positively influence adolescents` health. Photography is often used within research in Health subject area as a mean of knowledge/interpretation of subjects` life reality. This research considers that, through photography, it is possible to know country adolescents` point of view, by engaging a group critical reflection process on images and themes. OBJECTIVES: Analyzing country adolescentsâ points of views, based on Paulo Freire`s conscience process, identifying primary problems in community health. METHODOLOGY: Community-Based Participatory Research (CBPR) study, with qualitative approach, based on Paulo Freireâs Critical Education and on documentary photography. Twenty-six students participated in the study. Data collection followed Wang and Burisâ photovoice method, and engaged in fifteen group meetings, country adolescents argued on health problems that affect them. Each participant received a photo camera, captured images from their community and reflected on their pictures. Results were organized within themes and categories through participatory analysis. RESULTS: The amount of girls (21) was higher than the amount of boys (5), as well as the age 12 to 13 years-old (16) was more prevalent. Familiar life living was with parents overall (24) and with grandparents (2). Family was often reported to be the basis for everything. Feeling on health was reported in two opposite sides: adolescent was or very healthy or very sick in Carapià community. Themes for photos represented their main concerns on country community social questions: nature, education, leisure, health, feeding, and tobacco and alcohol consummation. 131 images were selected to critical reflection. Written reports highlighted the importance of nature on country adolescents` health, as well as poverty and the lack of resources in community`s health unit. Adolescents concluded photovoice project with the exposition âReality in Imageâ, within the country community, where population, media and managers were engaged. In different moments Freire`s three levels of conscience were experienced, always endless, and the conscience process succeeded from lenses to reality. CONCLUSION: Photovoice is considered a positive educational strategy for health, that engaged adolescents in community`s collective health matter and empowered teens` voice as protagonists of their own history. Country adolescents health point of view is specific, his/her culture influences his/her action and thoughts. Therefore, adolescent health care programs shall consider differences between rural and urban areas. There are some challenges to overcome, above all the ones concerning to political power rupture, which shall break common sense wild spreading within country communities. This research recommends new studies on this methodology in Brazil.
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Orton, Dianne J. "The use of visual imagery and reflective writing as a measure of social work students' capstone experience." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/2049.
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Simão, Selma Machado 1959. "Eu, meu bairro, nosso mundo : um experimento em educação não-formal confluindo saberes e prazeres." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250949.
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Orientador: Olga Rodrigues de Moraes von SimsonTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A pesquisa teve como objetivo, a reflexão e a análise do desenvolvimento e dos resultados de uma prática educativa no ensino de artes com crianças de 8 a 12 anos sendo desenvolvida em um espaço de educação não-formal localizado na periferia da cidade de São Paulo. Tratou-se de uma pesquisa de tipo participante que também envolveu gestores, educadores e integrantes da instituição em uma ação participativa. Confluiu as áreas de conhecimento da arte-educação, da fotografia e da oralidade. Buscou a elaboração e realização de atividades voltadas à exteriorização da subjetividade pautadas na expressão artística com enfoque na linguagem das artes plásticas, explorando os espaços da entidade e do bairro a que pertence. Nesta proposta, pontuou a significação destes espaços relacionados ao trabalho coletivo e às relações da memória compartilhada e formação de identidade.
Abstract: The objectives of this research were the thinking and analysis of the development and results of an educational practice based on arts teachings, with 8 to 12 years old children, in a non-formal organization located in the periphery of São Paulo. It was a participant type research, also involving managers, educators and general staff of this organization in a participative action. Art-education, photograph and oral knowledge areas were converged. The aim was the elaboration and realization of activities in order to externalize the subjectivity focusing the artistic expression through plastic arts, exploring the Organization facilities and its neighborhood. In this proposal, the meaning of these spaces was pointed out related to the collective work and to the relation between shared memories and identity formation.
Doutorado
Ciencias Sociais na Educação
Doutor em Educação
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Capai, Humberto Derci. "Fotografia, educação e cultura : diálogos com os fenômenos." Universidade Federal do Espírito Santo, 2013. http://repositorio.ufes.br/handle/10/6073.
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Previous issue date: 2013-09-09It reveals photography combined with other areas of knowledge particularly sociology, philosophy and psychology within an educational know-how and knowin- the-make, as well as the relationship of photography to graphic design in research, culture and art by producing books with photos and texts (photobooks). It highlights photography as a strong element for an educational and cultural interaction as well as a language of representation of the world. It encourages the use of photography and its editing in books related to education and to culture and it presents works based on photography that articulate photography, science and education. It also stimulates the production of photographs for teaching and education, considering the cultural reference of the student and the teacher. It exemplifies and pays reverence to a method of research and educational work built in the perspective of a better and happier life, the essential aim of science, culture and education. It presents results, questions and notes from three decades dedicated to teaching, education and culture, a path that had photography as a permanent companion in its various conceptions: art, language, technique and artifact. It reveals a practice of educating able to transform itself and to continuously generate changes from the interaction with the educational phenomenon essentially human itself , in which are present the actors involved and the knowledge developed by mankind. It raises the possibility of producing scientific and educational work in languages and formats practiced by the population, which may be useful to teachers and students of many different levels in order to bring contributions to their lives and to develop the topics covered here. Likewise, it addresses all those who believe that as we educate, we educate ourselves
Revela a fotografia articulada com outras áreas do conhecimento em especial a Sociologia, a Filosofia e a Psicologia dentro de um saber-fazer e um fazer-saber educacional, assim como a relação da fotografia com a programação visual na pesquisa, na cultura e na arte, mediante a produção de livros de fotos e de textos (fotolivros). Destaca a fotografia como forte elemento para uma interação educativa e cultural, assim como linguagem de representação do mundo. Estimula sua utilização e sua edição em livros relacionados à educação e à cultura e apresenta trabalhos pautados na fotografia que articulam fotografia, ciência e educação, além de também estimular a produção fotográfica para o ensino e para a educação mediante o referencial cultural do aluno e do professor. Exemplifica e reverencia um método de pesquisa e de trabalho educacional construído na perspectiva de uma vida melhor e mais feliz, objetivo essencial da ciência, da cultura e da educação. Apresenta resultados, indagações e apontamentos provenientes de diálogos travados ao longo de três décadas em torno do ensino, da educação e da cultura, numa trajetória que teve como permanente companhia a fotografia em suas diversas acepções: arte, linguagem, técnica e artefato. Revela uma prática de educar capaz de se transformar e gerar continuamente mudanças a partir da interação com o fenômeno educacional essencialmente humano , nele presentes os atores envolvidos e os conhecimentos desenvolvidos pela humanidade. Suscita a possibilidade de produzirmos trabalhos científicos e educativos em linguagens e formatos praticados pela população, que possam ser úteis a professores e alunos dos mais variados graus e que traga contribuições para suas vidas e para o desenvolvimento dos temas aqui tratados. Da mesma forma, para todos aqueles que acreditam que ao educar, nos educamos
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Souza, Carlos Weiner Mariano de. "Fotografias da imaginação: experiências de aprendizagem para além do olhar no Projeto Vila Educação e Arte." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-17092012-143024/.
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Esta pesquisa partiu do princípio de que a fusão entre arte e vida é capaz de fortalecer e reinventar nossa relação estética com o mundo. O objeto de análise está vinculado à experiência do Projeto Vila Educação e Arte, realizado entre os anos de 2008 e 2010, na cidade de Paranaguá, no estado do Paraná. Foram investigadas as mudanças significativas nos processos de perceber e simbolizar, bem como no desenvolvimento da sociabilidade dos estudantes, a partir da experiência vivida ao longo do projeto. O objetivo central da pesquisa consistiu na análise da articulação entre a experiência poética e a fruição estética como dimensões educativas da arte. Encontramos nas abordagens fenomenológicas de Gaston Bachelard e Michel Maffesoli fundamentos para o aprofundamento das potencialidades das ações educativas em arte. Para ambos faz-se necessária uma nova epistemologia, que deve se revelar antipositivista, antiformalista e antirrealista, na qual o mundo ficcional, bem como o mundo vivido, possam ser incorporados como elementos fundamentais do processo humano de produção do conhecimento e da vida. Acreditamos que se quisermos de fato aproximar arte e vida, as situações de aprendizagem em arte devem primar pela diversidade das experiências espelhadas no lugar e nos sujeitos. Esse processo deve contribuir para valorizar a produção artística como uma dimensão viva da rede simbólica, que dá sentido às experiências e à existência humana. O reconhecimento e a valorização da diversidade no processo educativo possibilitam criar condições para que as singularidades possam brotar diante da pluralidade, expressa nas várias formas de compreender e dar significado ao mundo.This research assumed that the fusion between art and life is able to strengthen and reinvent our aesthetic relationship with the world. The object of analysis is linked to the experience of Education and Art Village Project, conducted between 2008 and 2010 in the city of Paranagua, in Parana state. Significant changes were investigated in the processes of perceiving and symbolizing, as well as the development of social skills of students, from the experience throughout the project. The central objective of the research consisted in analyzing the relationship between the poetic experience and aesthetic enjoyment of art and educational dimensions. We found in the phenomenological approaches of Gaston Bachelard and Michel Maffesoli fundamentals for the deepening of the potential of educational actions in art. For both it is necessary a new epistemology, which should prove to be anti-positivist, antiformalista and antirrealista, in which the fictional world and the lived world, can be incorporated as key elements of the human process of knowledge production and life. We believe that if we are indeed approaching art and life, their learning experiences in art should strive for diversity of experiences mirrored in place and subjects. This process should help to enhance the artistic production as a living dimension symbolic network which gives meaning to human existence and experience. The recognition and appreciating of diversity in the educational process make it possible to create conditions for which the singularities can spring forth from the plurality expressed in various ways to understand and give meaning to the world.