The concept of visual literacy behind visual arts education in classroom practices: a study of images, activities and strategies used by teachers.

Abstract

In this paper I intend to report the methodological decisions I have made by the process and, especially, give an overview and discuss some results of a study conducted during the school year 2010/11 which was attended by 59 teachers from preschool to 9th grade in Portugal. The sample was intentionally constructed and data were collected through the internet. Teachers sent, throughout the school year, the pictures displayed to their students in the classroom while responding to a questionnaire where they were asked about the objectives, activities, strategies, contents and feelings associated to the work developed with each image or set of images. Knowing this information is particularly relevant in the context of my research because the pictures, being the main vehicle of learning and construction of subjectivities within the school environment, have predictable implications in the development of students’ visual literacy, as well as in their conception of art and visual culture. The analysis of these evidences, when adopting the perspective of the so-called new literacies studies and the studies on visual culture, while simultaneously putting in contrast the scholar universe with the visuality of “youth cultures,” will allow to enclose teaching practices, to find their main framework and to discuss the possible effects that images, discourses and practices have on the development of students’ visual literacy. 

Author(s)
Year 2012
Type Conference Proceeding
Publication Proceedings of European InSEA Congress. Arts Education at the Crossroad of Cultures
Publisher CySEA Board
Local Limassol
Language Inglês