The privilege provided by visual literacy and critical pedagogy which have contents that would further serve to the socialization and internalization of art and art education which has intensive social content is about the quality of having artistic knowledge and experience Visual literacy and critical pedagogy which reveal coded and sociological meanings within elements that form every type of communicational information can reflect a character initiative that can be related with artistic generation consumption and art education In this way common components of visual literacy and critical pedagogy which provide opportunities of being an actual artist in the game of life and seeing the world highly artistically with a functional literacy and living style enable social expansions of art for the ideal of lifelong art education and at the same time can be presented as a model which provides opportunity to the analysis of social and pedagogical bases of art and artistic productions Keywords: Literacy Visual Literacy Critical Pedagogy Art Education
📌 3 Key Takeaways
🎯
Objective & Hypothesis:The privilege provided by visual literacy and critical pedagogy which have contents that would further serve to the socialization and internalization of art and art education which has intensive social content is about the quality of having artistic knowledge and experience Visual literacy and critical pedagogy which reveal coded and sociological meanings within elements that form every type of communicational information can reflect a character initiative that can be related with artistic generation consumption and art education In this way common components of visual literacy and critical pedagogy which provide opportunities of being an actual artist in the game of life and seeing the world highly artistically with a functional literacy and living style enable social expansions of art for the ideal of lifelong art education and at the same time can be presented as a model which provides opportunity to the analysis of social and pedagogical bases of art and artistic productions Keywords: Literacy Visual Literacy Critical Pedagogy Art Education
📊
Key Findings & Data:The privilege provided by visual literacy and critical pedagogy which have contents that would further serve to the socialization and internalization of art and art education which has intensive social content is about the quality of having artistic knowledge and experience Visual literacy and critical pedagogy which reveal coded and sociological meanings within elements that form every type of communicational information can reflect a character initiative that can be related with artistic generation consumption and art education In this way common components of visual literacy and critical pedagogy which provide opportunities of being an actual artist in the game of life and seeing the world highly artistically with a functional literacy and living style enable social expansions of art for the ideal of lifelong art education and at the same time can be presented as a model which provides opportunity to the analysis of social and pedagogical bases of art and artistic productions Keywords: Literacy Visual Literacy Critical Pedagogy Art Education
💡
Conclusion & Impact:The privilege provided by visual literacy and critical pedagogy which have contents that would further serve to the socialization and internalization of art and art education which has intensive social content is about the quality of having artistic knowledge and experience Visual literacy and critical pedagogy which reveal coded and sociological meanings within elements that form every type of communicational information can reflect a character initiative that can be related with artistic generation consumption and art education In this way common components of visual literacy and critical pedagogy which provide opportunities of being an actual artist in the game of life and seeing the world highly artistically with a functional literacy and living style enable social expansions of art for the ideal of lifelong art education and at the same time can be presented as a model which provides opportunity to the analysis of social and pedagogical bases of art and artistic productions Keywords: Literacy Visual Literacy Critical Pedagogy Art Education
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler Amerikan Rüyası · trajedi · modern trajik kahraman
Abstract
The privilege provided by visual literacy and critical pedagogy which have contents that would further serve to the socialization and internalization of art and art education which has intensive social content is about the quality of having artistic knowledge and experience Visual literacy and critical pedagogy which reveal coded and sociological meanings within elements that form every type of communicational information can reflect a character initiative that can be related with artistic generation consumption and art education In this way common components of visual literacy and critical pedagogy which provide opportunities of being an actual artist in the game of life and seeing the world highly artistically with a functional literacy and living style enable social expansions of art for the ideal of lifelong art education and at the same time can be presented as a model which provides opportunity to the analysis of social and pedagogical bases of art and artistic productions Keywords: Literacy Visual Literacy Critical Pedagogy Art Education
Özet
Sosyal içeriği yoğun durumdaki sanat ve sanat eğitiminin daha çok sosyalleşmesine ve içselleştirilmesine hizmet edebilecek içeriklere sahip olan görsel okuryazarlık ve eleştirel pedagojinin sağladığı ayrıcalık sanatsal bilgiye ve deneyime sahip olma niteliği ile ilgilidir Her türden iletişimsel bilgiyi oluşturan unsurlardaki kodlanmış anlamları ve sosyolojik anlamları niteleyen görsel okuryazarlık ve eleştirel pedagoji sanat üretimi tüketimi ve de sanat eğitimi ile ilişkilendirilebilecek bir karakter açılımını yansıtabilmektedir Fonksiyonel bir okuryazarlık ve yaşam biçimi ile hayatın sunduğu yaşam oyununda gerçek bir aktris ve dünyaya yüksek seviyede sanatsal bakabilmenin olanaklarını sunan görsel okuryazarlık ve eleştirel pedagojinin ortak bileşenleri yaşam boyu sanat eğitimi ideali için sanatın toplumsal açılımlarına imkân sağlamakla birlikte aynı zamanda sanat ve sanatsal üretimlerin toplumsal ve pedagojik temellerinin incelenmesine olanak tanıyan bir model de ortaya koyabilmektedir Anahtar Sözcükler: Okuryazarlık Görsel Okuryazarlık Eleştirel Pedagoji Sanat Eğitimi Visual Literacy And Critical Pedagogya Futuristic View on Social and Pedagogical Bases of Art
KAPTAN, D. A. Y., ASLAN, D. H. (2012). Görsel Okuryazarlık Ve Eleştirel Pedagoji: Sanatın Toplumsal Ve Pedagojik Temellerine Gelecekçi Bir Bakış. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 21 - Sayı: 3, 101–110. https://ajindex.com/articles/73610
ALPAN, Gülgün, 2008. Görsel Okuryazarlık ve Öğretim Teknolojileri, Yüzüncü Yıl Üniversitesi,
Eğitim Fakültesi Dergisi, Cilt:V, Sayı:II, (ss:74-102).
ARONOWİTZ, S. Giroux, H. A. 1985. Education under siege: the conservative, liberal, and radical debate over schooling, London: Routledge & Kegan Paul. BAMFORD, Anne, 2003. The Visual Literacy White Paper, Art and Design University of Technology, Australia, Sydney, ss.1-8, http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf, 14.01.2011.
BEN-PASSAT, Malka, 2010. Graduates Studies in Visual Literacy in Education, Kibbutzim College of Education Technology and the Arts, www.smkb.ac.il/visual-literacy-edu, 23.02.2010.
BLEED, Ron, 2005. Visual Literacy in Higher Education, Educause Learning In İtiative Advancing Learning Through İnnovation, Maricopa, Arizona, USA, (ss:1-14), s.6, August, http://net.educause.edu/ir/library/pdf/ELI4001.pdf. 23.02.2010.
BRADEN, R.A., Hortin J.A. 1982. Identfying the Theoretical Foundations of Visual Literacy. Journal of Visual/Verbal Language, 2, (ss:37-42).
BRIZEE, H. Allen, 2003. Teachıng Vısual Lıteracy And Document Desıgn In Fırst-Year Composıtıon, March 31, Blacksburg, Virginia Polytechnic Institute and State University. DARDER, A., M. Baltodano ve R. D. Torres, 2003. Critical Pedagogy: An Introduction, The Critical Pedaogy Reader, (Der. Antonia Darder, Marta Baltodana ve Rodolfo D. Torres, New York: Routledge Falmer, (ss:1-21).
DEBES, John. L. 1968. Some foundations for visual literacy, Audiovisual Instruction, 13, (ss:961-964).
DENZİN, Norman K. 2003. Performance ETHNOGRAPHY Critical Pedagogy and the Politics of Culture, 1. Baskı, USA: Sage Publications, Inc. DONDİS, Donis A, 1974. A Primer Of Visual Literacy, 1. Baskı, Amerika: The MIT Press.
FRANSECKY, R. B. ve Debes, J. L. 1972. Visual literacy: A way to learn-A way to teach, Washington, DC:Association for Educational Commınications and Technology. (pp.1-35). http://www.eric.ed.gov/PDFS/ED064884.pdf. 23.02.2010.
GİROUX, Henry A. 2003. Critical Theoriy and Educational Practice, The Critical Pedagogy Reader, (Der. Antonia Darder, Marta Baltodano ve Rodolfo D. Torres), New York: Routledge Falmer, (ss:27-56),
GİROUX, Henry A., 2004. Education after Abu-Gharib: Revisting Adornos Politics of Education, Cultural Studies, 18(6), (ss:779-815).
GİROUX, Henry A., 2007. Eleştirel Pedagoji ve Neoliberalizm, 1. Baskı, İsta