Picture Atlases: an hypothesis for a new paradigm of knowledge in art education

This article furthers the study developed during the Master of Arts in Visual Art Education on teaching/learning Drawing in secondary schools, and the hypothesis of the image atlas flowing within this school context as a visual knowledge device.

In a world increasingly filled with visual messages, it is essential to seek within the Artistic Education a critical understanding of the phenomena of the image, layout and the spaces which separate them. In this sense, it is suggested that the unrest triggered by the image atlas is favourable not only to the questioning of visual narratives, their ordering principles and reasoning forms implicit in their creation, but also to the research of interpretation processes of the same and the construction of new accounts.

The networked image arrangement in the atlas, far from any hierarchy and permeable to continuous reformulation, presents great similarities with the rhizomatic space in which we live today. It therefore constitutes a visual knowledge device with the potential to foster a new learning epistemological model through a new aesthetic of the assemblage.  Besides enabling the confluence of similarities and differences through the disparate arrangement of things in a same plate, the atlas also allows the exercise of a thought which moves within a heterogeneous extension.

Thus, this work seeks to reflect on this design and image universe as a possibility to a new learning paradigm that allows not only to revisit contents, narratives and discourses, but also to construct a generative form of knowledge in Visual Art education from the presentation and analysis of the didactic proposal: “Unrolling the learning clew by constructing an image atlas”.

Year 2014
Type Conference Proceeding
Publication Drawing in the University Today. Conference Proceedings.
Pages 39-44
Publisher i2ADS - Instituto de Investigação em Arte, Design e Sociedade - Faculdade de Belas Artes da Universidade do Porto
Local Porto
Ed/Org Paulo L. Almeida, Miguel B. Duarte, José T. Barbosa
ISBN / ISSN 978-989-97856-6-3
Language Português, English