学生档案中视觉叙事的实验:职前教师教育的视觉教学法叙事

Montserrat Rifà-Valls
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引用次数: 30

摘要

本文解释了视觉叙事对艺术教育和基于艺术的叙事研究的影响,特别是将视觉叙事作为职前教师教育的重要工具。在从视觉批判教育学的角度重新诠释叙事之后,我将以学生作品集的形式,叙事地重构视觉叙事在三个学习故事中的使用。作为一名视觉叙事研究人员,我将研究这些学生在创作视觉故事时开发的写作和阅读策略:第一篇叙事分析了艺术在学习过程重建中的作用,通过结合自传和反思性(Tanit的作品集);第二种叙事反映了多媒体作品集中的解构和互文性,主要是歌剧和电影的相互联系(尤拉利亚的作品集);第三种叙事引入虚拟叙事,将自我意识/元意识与叙事学习中的多元素养联系起来(索尼娅的作品集)。本文还将写作和阅读作品集过程中的即兴创作、尝试、草稿和互动视为视觉实验的一部分,以编造学习故事,以分析视觉叙事为视觉叙事教学法提供的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre- Service Teacher Education
This article interprets the repercussions of visual storytelling for art education and arts-based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre-service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulalia's portfolio); and the third narrative introduces virtual storytelling and connects self-awareness/meta-awareness with multi-literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.
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