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1.
In order to verify how important the ability to process visual images and sounds in a holistic way can be, we developed an experiment based on the production and reception of an art work that was conceived as a multi‐sensorial experience and implied a complex understanding of visual and auditory information. We departed from the idea that to foster processes that encourage constructions of significant meanings it is necessary to abandon vision/audio‐centric notions of objecthood and offer a general definition of the perceptual object. The test was realised between the participants after modifying the performance conditions: some could not see the visuals, some could not hear the sound and others could appreciate the performance as a whole. Considering the results, we could infer that only the possibility to ‘read’ the performance as a whole encouraged construction of significant meanings. It would be possible to upgrade the approach, turning visual literacy into perceptual literacy, to contextualise artistic production that stimulates hybrid sensitive experiences. The education of critical perceivers should also enable transformations in responses to different stimuli. This is important if we consider the individuality of each student, his or her needs, affinities, cultural background, gender and so on.  相似文献   

2.
Social a/r/tography combines three dimensions of a/r/tography (artistic creation, education and research) incorporating a fourth collaborative, participatory community‐based approach. This ongoing project began in two primary and secondary schools located in the slums of Tegucigalpa, Honduras, as cooperative action for curricular development in art education. As participatory action, students created a mural drawing inspired by Sol Lewitt's wall drawings, as well as photo pairs on the theme of body and nature inspired by a lithograph by Uta Barth. The drawings and photographs created by the students in Honduras were presented at an event in the Exchange space of the Tate gallery in Liverpool as visual provocation for the creation of drawings and visual metaphors. The concept of visual dialogue, which we define as ‘to teach human beings to have visual conversations with other humans through the visual content of images’, helps us to consider images as questions which are answered with new images whose meaning is subsequently transformed in function of artistic, school and social contexts.  相似文献   

3.
This paper describes ‘Fly’s Eye View', a project devised and directed by David Smith and supported by a grant from the UK Techniquest Pantechnicon Millennium Awards (intended to help bridge the gap in public perception between science and art). ‘Fly’s Eye View' was specifically aimed at young children, aged 7–11 years (Key Stage Two of the UK National Curriculum). The project used a low-level VR fly-by system to represent a garden scene as it might be experienced by a dragonfly. The analogy between the mosaic visual ‘perception’ of insects and image representation in computer systems allowed some interesting explorations into what may be involved in ‘seeing’. This analogy was used as the starting point for a series of exploratory activities using digital art work. The paper reviews the outcomes of the project and discusses their possible significance in the context of current approaches to art education and the stimulation of creative thinking in young children.  相似文献   

4.
Kate Chanock 《Literacy》2006,40(3):164-170
This paper recounts the process by which a severely reading‐disabled adult student taught himself to read and write Ancient Greek, and in so doing, improved his ability to read and write in English. Initially, Keith's reading and writing were slow, difficult and inaccurate, accompanied by visual disturbance. However, motivated by a strong interest in Ancient Greek literature and philosophical ideas, Keith enlisted me (his Faculty's academic skills adviser) to help him learn the language. Working on transliteration focused Keith's attention on the alphabetic principle separately from meaning, while practising translation focused on the formal markers of meaning. Relieved of the stress of performing under pressures of time and others' expectations, Keith made good progress with Greek and, after 6 months, found himself reading more fluently in English, without visual disturbance. This paper seeks to contribute to our knowledge of how adults learn to read, looking at the interplay of motivation, phonological awareness, knowledge of how form conveys meaning, and the learning environment. It both draws upon, and raises questions for, the neuroscientific study of dyslexia.  相似文献   

5.
Though there have been quite a number of research studies focusing on how Singaporean families promote literacy and instill values of academic excellence inside the home, little has been written about how families nurture the gifts of teenagers talented in the arts in the Singaporean context. This article highlights how the family influences the talent development of teacher-nominated teenagers who are identified to be among the top in visual arts, dance, theater, music, and academics. Through in-depth interviews conducted with the 14 talented teenagers, the researcher highlights their family's involvement and interest in the arts, their parents' occupational backgrounds, as well as family values and activities that the young artists-in-training perceive to be influential in shaping the development of their artistic talents. Reflections on patterns of childrearing in the Asian context are likewise discussed.  相似文献   

6.
《学习科学杂志》2013,22(1):95-134
Telling stories is an effective way to teach aspects of nearly every task and domain. However, to be effectively remembered, a story must be told in a context that enables the hearer to index it functionally in memory. This occurs naturally when stories are told to students while they are attempting to perform the task being taught. Unfortunately, it is not always possible to engage students in a task while teaching it, so some other context must be found that facilitates appropriate indexing. We argue that this context occurs naturally in a teaching dialog, called an Aesopic dialog, in which the student asks questions and the expert answers with stories. In this dialog, the coherence of the conversation itself provides a context that enables the stories to be usefully incorporated into the student's memory. The widespread application of teaching through Aesopic dialogs requires overcoming the hurdle that experts are scarce and access to them is limited. Our solution to this problem is to broaden access to expert stories through the development of hypermedia systems designed to provide an interaction that emulates, as much as possible, the cognitively relevant aspects of an Aesopic dialog with an expert. We have constructed a number of such story-based teachers, called ASK systems, in domains as diverse as trust bank consulting, Presidential decision-making, and the determinants of a nation's industrial success in global markets.  相似文献   

7.
In this article I bring artistic production into the learning sciences conversation by using the production of representations as a bridging concept between art making and the new literacies. Through case studies with 4 youth media arts organizations across the United States I ask how organizations structure the process of producing autobiographical digital art through a focus on representational tasks and how learning can be traced by examining youth artists' representations over time. Using a distributed cognition framework I analyze data on the process of making digital art in terms of the macro and micro tasks performed in order to identify occasions for external representation construction and use across organizations. I then examine how individual youth engage in these macro and micro tasks by producing representations that demonstrate their understanding. These analyses show that youth media arts organization production processes engage young artists in a representational trajectory that begins with developing a story about the self, moves toward a focus on how the tools of the medium afford representation of that story, and culminates in digital representations that reflect an understanding of the relationship between story and tools.  相似文献   

8.
Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments.  相似文献   

9.
Ashwin Ram 《学习科学杂志》2013,22(3-4):273-318
This article focuses on knowledge goals, that is, the goals of a reasoner to acquire or reorganize knowledge. Knowledge goals, often expressed as questions, arise when the reasoner's model of the domain is inadequate in some reasoning situation. This leads the reasoner to focus on the knowledge it needs, to formulate questions to acquire this knowledge, and to learn by pursuing its questions. I develop a theory of questions and of question asking, motivated both by cognitive and computational considerations, and I discuss the theory in the context of the task of story understanding. I present a computer model of an active reader that learns about novel domains by reading newspaper stories.  相似文献   

10.
Children's art work has often been the subject of study by researchers seeking to gain insight into the role of art making in children's learning and development. However, rarely are children's own explanations of their art making used to inform these studies. Children's perceptions of their own art making are important for research and practice in art education, because their artistic experiences and motivations determine how they will engage in and respond to art making activities. This study used ethnographic methods to learn about the art making that took place over the course of one year in an elementary school art room, and to gain insight into the students' experiences and perceptions of art‐making activity. Data were analysed using a socio‐cultural framework. By asking children why they made art and exploring children's own explanations of their art making, this study reveals some of the important intentions that children bring to their artistic activity, and some of the ways that children make meaning through art making.  相似文献   

11.
在以视觉形象为依托的美术教学活动中,如何运用科学的教育理念指导教学,如何利用当前成熟的教育技术传播方式,并以恰当的电教手段优化教学,是美术教学改革的关键所在。  相似文献   

12.
提问是一种常见的教学方式.教师在教学过程中使用时,必须注重它的科学性和艺术性,才能使这种形式发挥更大的作用.  相似文献   

13.
《Infancia y Aprendizaje》2013,36(90):71-87
Abstract

A study is reported that explored adolescents' and adults' abilities to comprehend and create visual displays (realistic pictures, graphics, diagrams) as effective means of communicating information. The comprehension abilities of our subjects were analysed through a test which included questions on six examples of different kinds of visual displays. Their production abilities were studied by examining the visual displays that the subjects spontaneously created on the content of a given text. An improvement with age was found in their comprehension abilities: older subjects performed better than younger ones in extracting more elaborated information from graphics. On the contrary, no remarkable improvement with age could be found in their production abilities. Subjects of all instructional groups showed difficulties in following conventional rules of representation with graphics and in using graphical features (colour, size, grid) to communicate information visually. The conclusion is drawn that instructional measures for improving subjects' visual literacy at different educational stages are needed.  相似文献   

14.
In this paper we discuss an approach to teaching web site design to higher education (HE) students that attempts to balance the artistic and scientific aspects of the web site design process. The design of IT systems has traditionally been viewed as a technical activity. However, unlike existing types of IT systems, an organization's web site is available to the general public, and as such needs to be designed in a different manner, with far more emphasis on presentation and ease of use than existing types of IT systems. This is necessary since if the web site is not appealing to the user they can simply choose another web site, and potential customers or clients are lost. Hence, students need to be taught how to incorporate both artistic and scientific aspects when designing a web site.  相似文献   

15.
对视觉再现符号的理论与实践进行了开拓性的探索,在对再现理论的源流的梳理中,提出从符号学角度将再现观念与西方当代哲学和美学理论中的＂凝视＂相联系,从文本与语境角度分析其理论意义与价值。符号机制则是切入的特有角度,从电影符号与绘画角度来看,这一机制的形成具有意义阐释的特性。文章结合以伦勃朗绘画为题材的电影符号表达分析了符号机制的形态,展示了文本特性。  相似文献   

16.
Theoretically and methodologically, understanding the role of research within art and design practices is a recurring theme within contemporary dialogue and debate. In the published literature, there are many questions around how categories and definitions of artistic research are employed within the increasingly under‐resourced realm of higher education. This article contributes to this larger discussion by building up our knowledge of a particular feature of this landscape: how research policy and planning documents at art and design universities represent and define artistic research. While examining research at the level of practice remains important, we must also understand the symbolic and practical weight that institutional directives carry. In light of recent literature on artistic research and the debates concerning its evaluation and institutionalisation, this article develops our contemporary understanding of the role of the art and design university as an important mediator of conflicting perspectives on the ‘value’ of art and design research. Based on a discourse analysis of research planning documents from Canada's three independent public art and design universities, this article will argue that it is not the definition of artistic research itself that is the most contentious feature of university research planning – it is defining the value of this research that invites conflict and concern.  相似文献   

17.
This paper explores the concept of voice in relation to a research project, now in its developing stages, in which I examine how rural youth imagine their futures in the context of a career‐based learning programme called The Real Game. The paper enters into conversation with feminist post‐structural scholars of education in order to situate the problematic of voice within broader epistemological and ethical questions regarding representation and responsibility in research. Exploring the limits and possibilities of the proposed study, and of critical feminist ethnographies more broadly, the paper is divided into three sections: speech, representation, and ethics. Questions of voice serve as an entry point into a larger interrogation of the interrelations of theory, epistemology, and ethics in research practice. The study's specific focus on imagined futures provokes questions about how relations of time shape the production of youth subjectivities and feminist scholarship.  相似文献   

18.
Diagrams are commonly used with beginning students of technical domains to introduce these learners to key aspects of the subject matter. Instructional benefit is intended to result from a diagram's simplification of the content into a highly selective form of graphic presentation. However, this selectivity may not benefit those lacking the domain‐specific knowledge necessary to construct from the diagram an appropriate mental representation of the depicted situation. A weather map diagram extension task compared the mental representation of subjects with high levels of knowledge in the domain of meteorology (meteorologists) with that of low knowledge subjects (non‐meteorologists). The meteorologists’ domain‐specific elaboration of the given markings suggested a mental representation that was not limited by the diagram's selectivity, but rather incorporated the broader meteorological situation implied by the diagram. In contrast, the non‐meteorologists’ domain‐general approach indicated a meteorologically impoverished mental representation that was largely driven by the given diagram's visuo‐spatial characteristics.  相似文献   

19.
在教育技术领域,知识可视化指视觉表征形式,与此相对应的是承载知识的图解手段。知识可视化的视觉表征并非孤立的单位,而是符号的系统。根据视觉形式分为表层形式和深层形式,可以分别阐释知识可视化视觉表征的形式特征。知识可视化视觉表征的表层形式为色彩、线条和大小等材料因素,深层形式为线性结构、循环结构、圆形结构和网状结构和隐喻形式等空间关系。知识可视化视觉表征的形式设计中,需要构建视觉表征的结构关系,展现内容性元素;应用线条、色彩和大小等材料因素,发挥修饰性作用;文字符号与视觉形式结合,明晰所指代的内容。  相似文献   

20.
There is a growing national recognition that teachers and teaching are at the heart of successful educational reform. However, few tools exist for measuring classroom instruction. The primary purpose of this article is to describe methods we developed to measure and study teaching, specifically while teachers were using a multimedia intervention for promoting scientific problem solving. Lessons were videotaped, and coding schemes were developed to measure 2 aspects of teaching: (a) the lesson's organization, particularly whole-class instruction used to introduce problems and share students' work; and (b) the nature of tasks and questions given to students. Results showed that the coding schemes were reliable and that they detected differences in instruction across teachers. Qualitative analyses were consistent with the quantitative findings. The codes also captured features of teaching that would have been difficult to detect or verify with qualitative observations alone. Finally, we explored how these measures could be used with student outcome data to examine the relationship between teaching and learning in future studies. We argue that quantitative measures of instruction serve many purposes, not the least of which is allowing researchers to explore the relationship between teaching and student learning at a high degree of granularity.  相似文献   

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