Activities per year
Abstract
Over the past two decades, we have been witnessing a veritable revolution in the ever-expanding visual
and material culture studies. As a result of technological advances, visual texts have become the most
common carriers of information and meaning as well as shapers of people's perception of reality
throughout the world. To keep up with these current and future changes, new tools of visual literacy and
critical thinking are needed for teachers and educators. We argue that implementation of such tools in
teacher training programs, across all disciplines, is extremely important and can be used as catalyst to
foster critical thinking processes and promote active and relevant teaching and learning. Moreover,
with our unique approach, we offer a much-needed innovative perspective towards new and expanding
visuo-material disciplines ranging from the myriad venues of design, through architecture to visual
communication.
Our study presents a tool developed for Design and Visual Culture curriculum taught in more than 250
high schools in Israel. This tool, we call "The Visual Code" aims to cultivate skills of deciphering visual
codes through diverse visual texts. Our approach surpasses the classic and somewhat redundant focus on
Art History and allows a much broader understanding of our visuo-material surroundings, ranging from
smartwatches, through buildings and urban settings, to websites, apps, and digital service platforms.
We suggest observing this rich world through three prisms, suitable for different types of training:
semiotic observation, suitable for teaching an training students, teachers (on and pre-service) and pupils
of all disciplines; hermeneutic understanding, triggering deeper observation, suitable for those specifically
engaged in visual studies, such as art and design; and in-depth phenomenological interpretation suitable
for practitioners, experts, and researchers in the various fields of art and design. During our research,
qualitative questionnaires, and activity, as well as visual content analyses will be used in classrooms,
teachers’ development courses as well as some academic courses to evaluate the impact of this tool on
classroom discourse and learning processes.
and material culture studies. As a result of technological advances, visual texts have become the most
common carriers of information and meaning as well as shapers of people's perception of reality
throughout the world. To keep up with these current and future changes, new tools of visual literacy and
critical thinking are needed for teachers and educators. We argue that implementation of such tools in
teacher training programs, across all disciplines, is extremely important and can be used as catalyst to
foster critical thinking processes and promote active and relevant teaching and learning. Moreover,
with our unique approach, we offer a much-needed innovative perspective towards new and expanding
visuo-material disciplines ranging from the myriad venues of design, through architecture to visual
communication.
Our study presents a tool developed for Design and Visual Culture curriculum taught in more than 250
high schools in Israel. This tool, we call "The Visual Code" aims to cultivate skills of deciphering visual
codes through diverse visual texts. Our approach surpasses the classic and somewhat redundant focus on
Art History and allows a much broader understanding of our visuo-material surroundings, ranging from
smartwatches, through buildings and urban settings, to websites, apps, and digital service platforms.
We suggest observing this rich world through three prisms, suitable for different types of training:
semiotic observation, suitable for teaching an training students, teachers (on and pre-service) and pupils
of all disciplines; hermeneutic understanding, triggering deeper observation, suitable for those specifically
engaged in visual studies, such as art and design; and in-depth phenomenological interpretation suitable
for practitioners, experts, and researchers in the various fields of art and design. During our research,
qualitative questionnaires, and activity, as well as visual content analyses will be used in classrooms,
teachers’ development courses as well as some academic courses to evaluate the impact of this tool on
classroom discourse and learning processes.
Original language | American English |
---|---|
Title of host publication | Education and New Developments |
Editors | Mafalda Carmo |
Place of Publication | Lisbon |
Publisher | inScience Press |
Pages | 115-119 |
Number of pages | 5 |
Volume | 1 |
ISBN (Print) | 9789893510636 |
DOIs | |
State | Published - 24 Jun 2023 |
Event | International Conference on Education and New Developments - Lisboa, Portugal Duration: 24 Jun 2023 → 26 Jun 2023 https://end-educationconference.org/2023/ |
Conference
Conference | International Conference on Education and New Developments |
---|---|
Abbreviated title | END 2023 |
Country/Territory | Portugal |
City | Lisboa |
Period | 24/06/23 → 26/06/23 |
Internet address |
Fingerprint
Dive into the research topics of '“the Visual Code”: Educating in an Age of Visual Culture'. Together they form a unique fingerprint.Activities
- 2 Oral presentation
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“The Visual Code”: Educating in an age of visual culture’
Topelberg, N. (Speaker)
25 Jun 2023Activity: Talk or presentation › Oral presentation
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‘Cracking the Visual Code: Literacy and Teaching in the Age of Visual Culture’,
Topelberg, N. (Speaker)
7 Jul 2021Activity: Talk or presentation › Oral presentation