Visual Culture Learning Communities: How and What Students Come to Know in Informal Art Groups

Freedman, Kerry; Heijnen, Emiel; Kallio-Tavin, Mira; Kárpáti, Andrea; Papp, László

doi:10.1080/00393541.2013.11518886

Cited by 54 publications

(29 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research has shown that media can become a great source for learning (e.g. Freedman et al 2013). Fandom can similarly provide models for social and cultural practices through its ties to mainstream culture (Johnston 2015), and its ability to reconcile tensions between one's private and public lives (Spigel and Jenkins 1991) as well as individual and collective memory (Yockey 2013;Kim 2015).…”

Section: Fandommentioning

confidence: 99%

Resolving identity ambiguity through transcending fandom

Seregina

Schouten

2016

Consumption Markets & Culture

View full text Add to dashboard Cite

Identity construction involves accumulating cultural, social, and symbolic capital, with initial endowments being accrued through socialization into one's habitus. This research explores the experiences of individuals that feel a lack of capital, which leads to ambiguity regarding their identities and places in the world. Through in-depth interviews, this interpretive research shows that such individuals may turn to fandom for gaining status and belonging. Fandoms are consumption fields with clear, limited forms of cultural capital. Through serial fandom and engagement with fandom in different ways, individuals were able to learn the skill of identifying and accruing relevant cultural capital. The skill became decontextualized and recontextualized, allowing individuals to transcend fandom and accrue general forms of cultural capital. Learning the skill aids individuals in dealing with the simultaneously debilitating and empowering freedom of contemporary consumer culture. Moreover, gaining cultural capital could be altogether developing into the form of the process we describe.

show abstract

Section: Fandommentioning

confidence: 99%

Resolving identity ambiguity through transcending fandom

Seregina

Schouten

2016

Consumption Markets & Culture

View full text Add to dashboard Cite

show abstract

“…As the analysis of the scientific literature shows [1,2,4,5,6,7,8,9], the phenomenon of "visual culture" is currently a poorly studied category of pedagogical science. Traditionally, culture is understood as a totality of material and spiritual values created by the human society that characterize a certain level of development of society, as well as the level, degree of development achieved in any branch of knowledge or activity.…”

Section: Resultsmentioning

confidence: 99%

Formation of Visual Culture in Teenagers by Teaching Them Photographic Art

2019

IJITEE

View full text Add to dashboard Cite

Currently, the vector of modern culture is shifted from verbal to the visual aspect. Visually represented and superficial information often disguises phenomena that require special analysis to identify them. Today, the younger generation, namely adolescents, is the most prone to massive informational “visual attack”. Realizing that immersion in a low-grade visual environment is not harmless for a young, not yet fully formed the personality of a teenager; the formation of their visual culture is a pedagogical problem. As a result of the study, the authors clarified the definition of “visual culture of personality”, revealed its structural composition, determined the component content and substantiated its significance in the creative development of a teenager. Based on the methodological foundations of personal-pragmatist, culturological, and pragmatist approaches, as well as the integrated application of theoretical and empirical methods, the researchers identified the possibilities of photographic art which acts as a pedagogical means of solving the problem. In order to realize the pedagogical potential of photographic art in educational practice, the authors developed a pedagogical model for the formation of visual culture as part of the target, methodological, substantive-procedural and diagnostic-effective components. The introduction of the authoring in the educational process has allowed us to obtain positive results.

show abstract

“…De otro, da cuenta de las posibilidades de cooperación, de ayuda, de reciprocidad que estos espacios les ofrecen en su tarea como productores de imágenes digitales, haciendo realidad algunas viejas utopías que ya apuntaban a que trabajamos y aprendemos mejor en grupo (Reig, 2012;Freedman et al, 2013).…”

Section: Las Redes Sociales Como Confi Guradoras De Las Producciones unclassified

“…En nuestra investigación hemos podido comprobar cómo las redes sociales y la comunidad de "colegas" que éstas ofrecen suponen, con frecuencia, un espacio de aprendizaje y un modelo formativo más accesible que el de los expertos o la escuela para comenzar y desarrollar una práctica productora (Ito, 2008;Freedman 2013), también de imágenes digitales.…”

Section: Las Redes Sociales Y La Diferencia Con El Aprendizaje En La unclassified

Social Networks: Spaces for the Participation and Learning for Youth Production of Digital Images

Arriaga

Baraze

Vida

2016

Estudios sobre Educación

View full text Add to dashboard Cite

Resumen: El artículo examina el papel que ocupan las redes sociales en la producción de imágenes digitales de los jóvenes españoles. Se combinan métodos cuantitativos y cualitativos utilizando instrumentos tales como el cuestionario, la entrevista y el análisis de imágenes. Se constata el importante papel que juegan las redes sociales como espacios de participación y aprendizaje y se concluye que las redes sociales suponen un espacio para el empoderamiento del joven creador que favorece la transformación de las relaciones entre producción y consumo, un lugar de aprendizaje y un modelo formativo más accesible que el de la escuela.Palabras clave: aprendizaje; juventud; redes sociales; imagen digital. Abstract:The article examines the role played by social networks in the production of digital images by young people. Quantitative and qualitative methods have been combined, using instruments such as questionnaires, interviews and image analysis. The results of the study indicate the important role social networks play as spaces for participation and learning. It is concluded that social networks represent a space for the empowerment of young creators that favours the transformation of relations between production and consumption, and that, for young people, are a more accessible learning place than that of school.

show abstract

Visual Culture Learning Communities: How and What Students Come to Know in Informal Art Groups

Cited by 54 publications

References 9 publications

Resolving identity ambiguity through transcending fandom

Resolving identity ambiguity through transcending fandom

Formation of Visual Culture in Teenagers by Teaching Them Photographic Art

Social Networks: Spaces for the Participation and Learning for Youth Production of Digital Images

Contact Info

Product

Resources

About