Visual literacy is both the capacity to interpret and create images. In several school curricula visual literacy is not supported or integrated in the different stages of life-long learning. We introduce “drawings”, with the aim of presenting and discussing their possible contribution (or abuse) to a competency-based approach, related to the hidden aspects experienced in the learning/teaching process and to the necessity of taking into consideration the entire person who lives and learns in different lifelong and lifewide settings. In addition we discuss, through CLIL (Content and Language Integrated Learning) methodology, how drawings can contribute, as a part of visual literacy, to competencies development from childhood to adult education. Drawings were first means of communicating and writing human experience. In the first stages of learning drawing-to-learn is associated to writing-to-learn, and children experience this communication tool for expressing and creating knowledge. During the following stages, drawing becomes a sort of personal talent, associated to artistic skills in the educational curricula. In the last decades qualitative research and adult learning activities have explored and revealed opportunities of drawings, above all as reflective tools and active methods for expressing latent aspects of reality and to enhance life skills. Drawings can function and serve as stimuli that create a balance between cognition and embodied cognition. However, in the last three years some authors have highlighted a new approach emphasizing their contribution as a part of visual literacy, which could support different learning outcomes both in the scientific field and in humanities. Our call is both for a drawing practice integrated in all the learning pathways, and according to Massa’s writings, for a reflective practice through the experience o

L’espressione visual literacy si riferisce sia alla capacità di interpretare le immagini, sia a quella di crearle. In molti curricoli scolastici la visual literacy non risulta pienamente integrata nei diversi stadi. In questo contributo introduciamo il lavoro con i “disegni” con l’obiettivo di presentare e discutere il loro possibile contributo (o abuso) al processo di apprendimento/insegnamento nell’ottica di un approccio “competency-based”, in relazione agli aspetti del curricolo nascosto e in riferimento ad un approccio olistico in formazione nei vari contesti formali/non formali/informali, in un prospettiva life-long e life-wide. Inoltre, un nuovo approccio che mira a mettere in luce il ruolo della visual literacy ai fini del miglioramento dei risultati di apprendimento offrirà un caso concreto in cui discutere un ripensamento del ruolo del “disegnare” nell’intero curricolo. Nel contributo infatti, verrà descritto un ambito didattico in cui il disegno rappresenta una strategia trasversale di supporto (scaffolding) all’apprendimento: la metodologia CLIL (Content and Language Integrated Learning).

“Drawing” as a key skill for visual literacy in life-long and life-wide learning

CINGANOTTO L;
2016

Abstract

L’espressione visual literacy si riferisce sia alla capacità di interpretare le immagini, sia a quella di crearle. In molti curricoli scolastici la visual literacy non risulta pienamente integrata nei diversi stadi. In questo contributo introduciamo il lavoro con i “disegni” con l’obiettivo di presentare e discutere il loro possibile contributo (o abuso) al processo di apprendimento/insegnamento nell’ottica di un approccio “competency-based”, in relazione agli aspetti del curricolo nascosto e in riferimento ad un approccio olistico in formazione nei vari contesti formali/non formali/informali, in un prospettiva life-long e life-wide. Inoltre, un nuovo approccio che mira a mettere in luce il ruolo della visual literacy ai fini del miglioramento dei risultati di apprendimento offrirà un caso concreto in cui discutere un ripensamento del ruolo del “disegnare” nell’intero curricolo. Nel contributo infatti, verrà descritto un ambito didattico in cui il disegno rappresenta una strategia trasversale di supporto (scaffolding) all’apprendimento: la metodologia CLIL (Content and Language Integrated Learning).
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Visual literacy is both the capacity to interpret and create images. In several school curricula visual literacy is not supported or integrated in the different stages of life-long learning. We introduce “drawings”, with the aim of presenting and discussing their possible contribution (or abuse) to a competency-based approach, related to the hidden aspects experienced in the learning/teaching process and to the necessity of taking into consideration the entire person who lives and learns in different lifelong and lifewide settings. In addition we discuss, through CLIL (Content and Language Integrated Learning) methodology, how drawings can contribute, as a part of visual literacy, to competencies development from childhood to adult education. Drawings were first means of communicating and writing human experience. In the first stages of learning drawing-to-learn is associated to writing-to-learn, and children experience this communication tool for expressing and creating knowledge. During the following stages, drawing becomes a sort of personal talent, associated to artistic skills in the educational curricula. In the last decades qualitative research and adult learning activities have explored and revealed opportunities of drawings, above all as reflective tools and active methods for expressing latent aspects of reality and to enhance life skills. Drawings can function and serve as stimuli that create a balance between cognition and embodied cognition. However, in the last three years some authors have highlighted a new approach emphasizing their contribution as a part of visual literacy, which could support different learning outcomes both in the scientific field and in humanities. Our call is both for a drawing practice integrated in all the learning pathways, and according to Massa’s writings, for a reflective practice through the experience o
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12071/31658
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