Reading Personal Photographs: A Case Study at an Israeli Art College on Multiple Identities

Autor/in	Heruti, Vered
Titel	Reading Personal Photographs: A Case Study at an Israeli Art College on Multiple Identities
Quelle	In: Journal of Visual Literacy, 38 (2019) 1-2, S.130-141 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/1051144X.2019.1567072
Schlagwörter	Photography; Art Education; Foreign Countries; Visual Literacy; Lecture Method; Discussion Groups; Self Expression; Dialogs (Language); Teaching Methods; Relevance (Education); Student Diversity; Jews; Muslims; Cultural Awareness; Sharing Behavior; Cultural Context; Creative Activities; Semiotics; Web Sites; Mythology; Information Retrieval; College Students; Israel + Suchen Sie Ihr Suchwort? Fotografie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Ausdruck; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Jew; Jude; Jüdin; Juden; Muslim; Muslimin; Cultural identity; Kulturelle Identität; Semiotik; Web-Design; Mythologie; Collegestudent
Abstract	This article presents a pedagogical-visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a sharing digital forum. This activity promotes combining visual theories with relevant introspective self-expression, emphasizing multi-identities. One can relate this utilization of visual tools to Paulo Freire's approach to dialogic pedagogy, which emphasizes the relevance to learners and the shift between the personal and the cultural, helping to confront the heterogeneity of the class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01