Visual education: A methodological approach for preservice teachers training in preschool and primary school
DOI:
https://doi.org/10.7346/-fei-XX-03-22_37Keywords:
Teacher training, Art approach, Education, Teachers, SchoolAbstract
The paper presents a methodological approach of visual education for the preservice training teachers in preschool and primary school. The research was tested in the academic year 2021-2022 in two workshops connected to the Iconology and Iconography course in Primary Education Sciences of the University of Bologna. Specifically, the paper proposes a visual learning method aimed to activating cognitive processes of reading the image. The research used a mixed method of quantitative-qualitative analysis through questionnaires, at the beginning and at the end of the workshops, to investigate the perceptions of the training students regarding the experience of reading the image, the development of professional skills and the satisfaction of the educational path.
References
Bamford, A. (2006). The Wow Factor: Global research compendium on the impact of arts in education. Berlin: Waxmann Verlag.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In T. Urdan, & F. Pajares (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Retrieved September 30, 2022, from https://motamem.org/wp-content/uploads/2020/01/self-efficacy.pdf
Barton, G., Baguley, M., & MacDonald, A. (2013). Seeing the bigger picture: Investigating the state of the arts in teacher education programs in Australia. Australian Journal of Teacher Education, 38(7), 74–90. https://doi.org/10.14221/ajte.2013v38n7.5
Buckingham, D. (2006). Media education: Alfabetizzazione, apprendimento e cultura contemporanea. Trento: Erickson. (Original work published 2003)
Buckingham, D. (2013). Media literacy per crescere nella cultura digitale. Roma: Armando.
Buckingham, D. (2020). Un manifesto per la media education. Milano: Mondadori Università. (Original work published 2019)
Cardarello, R. & Contini, A. (Ed.). (2012). Parole, immagini metafore. Azzano San Paolo: Edizioni Junior.
CIPS – Cinema e Immagini per la Scuola. (2022). Il Progetto. Roma: Ministero dell’Istruzione e del Merito, Direzione Generale Cinema e Audiovisivo. Retrieved September 30, 2022, from https://cinemaperlascuola.istruzione.it/il-progetto/
Clark, R. C., & Lyons, C. (2010). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco, CA: Pfeiffer.
Contini A. (2012). Comprendere le immagini: segni iconici e segni plastici. In R. Cardarello, A. Contini (Eds.), Parole, immagini metafore: Per una didattica della comprensione (pp. 93–108). Azzano San Paolo: Edizioni Junior.
Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. National Institutes of Health.
Dondero, M. G., & Reyes, E (2016). Les supports des images : photographie et image. RFSIC : Revue française en sciences de l’information et de la communication, 9. https://doi.org/10.4000/rfsic.2124
Dondero, M. G. (2020). The Language of Images: The Forms and the Forces. Cham: Springer. https://doi.org/10.1007/978-3-030-52620-7
Eisner, E. W. (1979). Cross-cultural research in arts education: Problems, issues, and prospects. Studies in Art Education, 21(1), 27–35. https://doi.org/10.2307/1319501
Eisner, E. (1994). Cognition and curriculum reconsidered (2nd ed.). New York, NY: Teachers College Press.
Eisner, E. (2002). The arts and the creation of the mind. New Haven: Yale University Press.
European Commission, European Education and Culture Executive Agency, Eurydice, (2012). Arts and cultural education at school in Europe, Publications Office. https://data.europa.eu/doi/10.2797/28436
Fabbri, P. (2020). Vedere ad arte: Iconico e icastico. Milano: Mimesis Edizioni
Fabris, A. (2018). Etica per le tecnologie dell’informazione e della comunicazione. Roma: Carocci.
Falcinelli, R. (2020). Figure: come funzionano le immagini dal Rinascimento a Instagram. Torino: Einaudi.
Farné, R. (2021). Pedagogia visuale. Un'introduzione. Milano: Raffaello Cortina.
Garvis, S., & Riek, R. (2010). Improving generalist teacher education in the arts. The Journal of the Arts in Society, 5(3),159–167. https://doi.org/10.18848/1833-1866/CGP/v05i03/35851
Garvis, S., & Pendergast, D. (2010). Supporting novice teachers of the arts. International Journal of Education and the Arts, 11(8), 1–23. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ890509
Ghirardi, A. (Ed.). (2009). Insegnare la storia dell’arte. Bologna: CLUEB.
Greimas, A. J. (1984). Sémiotique figurative et sémiotique plastique. Actes Sémiotiques, 60. Retrieved September 30, 2022, from https://www.unilim.fr/actes-semiotiques/3848
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Hallam, J., Das Gupta, M., & Lee, H. (2008). An exploration of primary school teachers' understanding of art and the place of art in the primary school curriculum. The Curriculum Journal, 19(4), 269–281. https://doi.org/10.1080/09585170802509856
Hillman, J. (2002). Politica della bellezza. Bergamo: Moretti & Vitali.
Holt, D. (1997). Hidden strengths: The case for the generalist art teacher. In D. Holt (Ed.), Primary arts education: Contemporary issues (pp. 84–95). London: Falmer Press.
Indellicati, C. (2020). I CCFF di Arte e Immagine in dettaglio. In T. Pera (Ed.), La “scuola-orchestra”: un modello tra presenza e distanza. La didattica dei concetti fondanti per la competenza (pp. 157–184). Firenze: Mondadori.
Jacobs, R. (2008). When do we do the Macerena?: Habitus and arts learning in primary pre-service education courses. International Journal of Pedagogies and Learning, 4(5), 58–73. https://doi.org/10.5172/ijpl.4.5.58
Kárpáti, A., & Emil, G. (2013). From child art to visual language of youth: The Hungarian Visual Skills Assessment. Study International Journal of Art Education, 9, 108–132. Retrieved September 30, 2022, from https://ed.arte.gov.tw/uploadfile/periodical/3058_9-2-p.108-132.pdf
Kress, G. (2004). Reading images: Multimodality, representation and new media. Information Design Journal, 12(2), 110–119. http://dx.doi.org/10.1075/idjdd.12.2.03kre
Kress, G., & Van Leeuwen, T. (2020). Reading Images. The Grammar of Visual Design. London: Routledge.
La Marca, A. (2014). Nuovo realismo e metodi di ricerca misti. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 397–416. https://doi.org/10.7358/ecps-2014-009-lama
LaJevic, L. (2013). Arts Integration: What Is Really Happening in the Elementary Classroom?. Journal for Learning through the Arts, 9(1). Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ1018332
Legrottaglie, S., & Ligorio, M. B. (2014). L’uso delle tecnologie a scuola: il punto di vista dei docenti. Italian Journal of Educational Technology, 22(3), 183-190. Retrieved September 30, 2022, from https://ijet.itd.cnr.it/article/download/188/125/
Lemon, N., & Garvis, S. (2013). What is the Role of the Arts in a Primary School?: An Investigation of Perceptions of Pre-Service Teachers in Australia. Australian Journal of Teacher Education, 38(9), 1–9. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ1016023
Macauda, A. (2018). Arte e innovazione tecnologica per una didattica immersiva. Milano: FrancoAngeli.
Mitchell, W. J. T. (2015). Image Science. Iconology, Visual Culture, and Media Aesthetics. Chicago: The University of Chicago Press.
Morin, E. (2021). Sul cinema. Un’arte della complessità. Milano: Raffaello Cortina. (Original work published 2018)
MIUR. (2012). Decreto Ministeriale 254/2012: Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d’istruzione. Retrieved September 30, 2022, from https://www.miur.gov.it/documents/20182/51310/DM+254_2012.pdf/1f967360-0ca6-48fb-95e9-c15d49f18831?version=1.0&t=1480418494262
Panciroli, C., Corazza, L., & Macauda, A. (2020). Visual-Graphic Learning. In E. Cicalò (Ed.), Proceedings of the 2nd International and Interdisciplinary Conference on Image and Imagination (pp. 49–62). Cham: Springer. https://doi.org/10.1007/978-3-030-41018-6_6
Picci, P. (2012). Orientamenti emergenti nella ricerca educativa: i metodi misti. Studi sulla Formazione/Open Journal of Education, 15(2), 191–201. https://doi.org/10.13128/Studi_Formaz-12050
Polidoro, P. (2004). Inferenze, tensioni e metafore: I meccanismi del linguaggio plastico. Versus, n. 98/99, 39–66.
Polidoro, P. (2008). Che cos’ è la semiotica visiva. Roma: Carocci.
Prosser, J. (2007). Visual methods and the visual culture of schools. Visual Studies, 22(1), 13–30. https://doi.org/10.1080/14725860601167143
Rabkin, N., & Redmond, R. (Eds.). (2004). Putting the arts in the picture: Reframing education in the 21st century. Columbia College Chicago Press.
Rihter, J., & Potočnik, R. (2022). Preservice teachers’ beliefs about teaching pupils with special educational needs in visual art education. European Journal of Special Needs Education, 37(2), 235–248. https://doi.org/10.1080/08856257.2020.1862340
Rivoltella, P. C. (2014). La previsione: Neuroscienze, apprendimento, didattica. Brescia: La Scuola.
Rivoltella, P.C. (2017). Media education: Idea, metodo, ricerca. Brescia: Morcelliana.
Rivoltella, P. C. (2020). Nuovi alfabeti: Educazione e culture nella società post-mediale. Brescia: Morcelliana.
Russell-Bowie, D. (2009). Syntegration or disintegration? Models of integrating the arts across the primary curriculum. International Journal of Education & the Arts, 10(28), 1–23. Retrieved September 30, 2022, from https://eric.ed.gov/?id=EJ867855
Russell, J., & Zembylas, M. (2007). Arts integration in the curriculum: A review of research and implications for teaching and learning. In L. Breseler (Ed.), International handbook of research in arts education (pp. 287–312). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-3052-9_18
Simon, T., Biró, I., & Kárpáti, A. (2022). Developmental Assessment of Visual Communication Skills in Primary Education. Journal of Intelligence, 10(3), 45. https://doi.org/10.3390/jintelligence10030045
Sze, E. (2013). Sustainable professional development: A case study on quality arts partnerships in the primary classroom [Hons dissertation]. Sydney: The University of Sydney.
Triacca, S. (2020). Didattica dell’immagine. Insegnare con la fotografia nella scuola primaria. Brescia: Scholé.
Yusuf, H. O. (2016). Effectiveness of Using Creative Mental Images in Teaching Reading Comprehension in Primary Schools in Nigeria. American Journal of Educational Research, 4(1), 18–21. Retrieved September 30, 2022, from http://www.sciepub.com/EDUCATION/abstract/5452
Vinella, M. (2015). Educare all’arte. Pedagogia dello sguardo e didattica visiva. Lecce: Pensa MultiMedia.
Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5(1), 71–84. Retrieved September 30, 2022, from https://iier.org.au/iier5/welch.html
Zimmerman, E. (1994). Current research and practice about pre-service visual art specialist teacher education. Studies in Art Education, 35(2), 79–89. https://doi.org/10.2307/1320822
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Anita Macauda, Veronica Russo, Laura Corazza
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
