|D.76 | Wednesday, 18 July 2007, 11:00 - 11:30, Room D2 |
|Image literacy and aesthetic alphabetisation
|Pictures, better the picture language, as the basic assumption of this research project, obey regularities comparable to our verbal language. If pupils learn written language to understand as a system of characters, whose sense they can decode by “reading”, then picture language is to be recognized just as important as a system of indications, whose meaning can be likewise opened by "reading".
Pictures consist of indications and indication connections. Above all they use iconic indications, i.e. symbols, in addition, symbolic and indexikalic indications. Pictures are, like texts, "from indications constituted unions". Learning of pictorial structures, of composition laws and iconologic justified sense connections is therefore comparable with the learning of grammar, syntax, etc.
So, one of our goals is to develop a curriculum for primary school in order to teach image literacy, understood as key authority for the media age.
A collection of pictorial material, particularly collected from newspapers and magazines preceded the development of the modular dimension of such a curriculum. This pictorial material represents contemporary picture-linguistic strategies, used in digital and printed media, in the everyday life. At the same time, there runs a process of arranging and analyzing, which looked for characteristic, frequently arising picture-linguistic structures and means. This arranging and analyzing, in addition to the process of finding, are based on a certain acceptance of describable picture categories, as a result of stud-ies of art-educational and art-historical literature. Thus a cyclic process of collecting, arranging, analyzing, search, finding, examining, etc. will continually develop the creating of certain categories of image literacy. The so compiled picture categories are to be submitted of an examination based on the collected pictorial material again and again, in order to be reflected on their relevance.
Another strategy to approach to our research subject is to analyze usual schools books in order to find out which of the filtered picture categories are used. Due to these results of analysis, instruction media are to be developed and tested practically, which cover the entire spectrum of the compiled picture categories. In a practical instruction employment these picture categories will be submitted to a further didactical and methodical examination during the first phase of the research project.
Together with our students, we will create teaching and learning media, cultivating a meaningful use of pictures, whose didactical and methodical potentials increase and at the same time carry the switching of elements of the image literacy. From the permanent evaluation of the employment of such teaching and learning aids in aesthetic learning arrangements and their continuous optimization, we aim at digitally and printed teaching and learning media as well as advanced teacher training as one of the final results of our project.
Further on we plan, based on the principles of the “method Martin”, to enable children to create own teaching and learning media in order to activate productive and receptive competencies from the range of image literacy for other children.
At the moment a "didactical laboratory" is created at the institution, which offers the necessary equip-ment and to make studying in a researching way possible. The research project is first put on three years.