Visual Communication: the Dominant Form of Communication in the 21st Century in Contemporary Arts, Science and Visual Education

Those changes that put visuality in the foreground against verbality started in the 20th century. As a conse – quence, attitudes towards pictures, visual information and visuality had significantly changed. The complex processes and elements of visual understanding and communication drew attention to the need for understanding and analysing visual thinking, visual language and visual education. Visual communication is an approved, but still an evolving discipline. Although its significance and relevance in everyday situations and in education and science is undoubted. An urgent need emerged to clarify the conceptual framework of visual communication since it became part of the national curriculum. This study focuses on the conceptual background of visual communication, and reveals its position in contemporary arts, science and visual education.

Keywords: visual communication, contemporary arts, infographics, visual language, visual education

10
Jul 2016
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Media Education and Motion Picture at a Crossroads Again

Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue, or as an issue related to a range of push-out factors. The article has a focus on the potential role of career guidance, and in particular on the aspect of developing career management skills in combating ESL. No single initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation which aims at offering guidance and opportunities for education and training for those who have interrupted their education.

Keywords: media education, media literacy, digital turn

10
Jul 2016
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Relationships between pre-school musical abilities and DIFER skills

Relationships between pre-school musical abilities and DIFER skills The paper explores relationships between musical abilities and basic skills necessary for successful school-based learning. Participants of the study were 198 children from the second year (ages 4-5) and 146 from the third year (ages 5-6) of kindergarten. For the ex – ploration of musical abilities a test was developed that focuses on musical abilities comprising the components of music listening. The explicit and the implicit level of musical abilities were investigated separately. For the assessment of basic learning skills, the DIFER Program Package was used. Relationships with gender and family background were also analyzed. Results show that musical abilities are related to basic skills assessed by DIFER. In the second year of kindergarten all DIFER-skills correlate significantly with musical abilities on the explicit level, with rhythm-clapping after listening as well as with interval- and melody singing. In the third year of kindergarten, however, basic skills are related to the implicit level of musical abilities (discrimination after listening). The strongest correlation between DIFER-skills and musical abilities was found for rhythm perception. The largest explanatory strength of musical abilities – both in the second and third years – was exhibited by the composite in-dex of DIFER skills. Only few gender differences were found in both musical abilities and DIFERskills, but the relationship between musical abilities and basic learning skills are stronger for girls. Also, for children of lower-educated parents correlations between musical abilities and basic learning skills are stronger than for children whose parents have higher education. Our results suggest that targeted improvement of musical abilities during the kindergarten years might exert a positive transfer-effect on the development of basic learning skills. Music education can be an effective aid to learning, especially for children of lower-educated parents.

Keywords: musical abilities, DIFER-skills, pre-school

Teaching visual culture (and then doubting it)

Teaching visual culture is driven in large part by what could be best described as a will to see. This can be under – stood in part as a supposed natural desire to see; to see things in particular ways, and to know things through specific practices of looking. The will to see is inherently self-justifying and tied tightly to the presupposition that the more we see, the more knowledge we gain. But what happens when students don’t see? In this article, the promise of visual culture studies is advanced and at the same time made problematic through doubt. Using concepts from psychoanalytic theory, an argument is made that teaching visual culture is stained by the unconscious, engaging the unknown, unfixed, anxious, uncertain, and absent subject.

Kulcsszavak: art and design education, psychoanalytic theory, visual culture

05
Apr 2016
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Perceptions of the changes in the Finnish art education curriculum

In this article, I discuss the need for curriculum changes in Finnish art education and how the new national curriculum for visual art education has tried to respond to contemporary artistic, social, cultural, and educational conditions. I describe the major changes in the Finnish National Core curriculum for art education in the future, and contemplate the possibilities of the boundary breaking phenomenon-based learning for the long-term plans in the future and beyond. The need for a shift in art education evolves from social changes and reflects contemporary art and cultural practices. I describe how the change from a mono-cultural society to a relatively multicultural society has been slower in Finland than in many other European countries, and how celebrated notions of Nordic democracy and equality are not as untainted by colonial legacies as is often assumed. I continue to discuss how increasing cultural diversity requires action from art educators.

Kulcsszavak: art and design education, curriculum design, phenomenon-based learning

05
Apr 2016
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Becoming A/r/tography

This article explores moments of becoming a/r/tography. A/r/tography is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between. Resisting the tendency for endless critique of past experience and bodies of knowledge, a/r/tography is concerned with the creative invention of concepts and mapping the intensities experienced in relational, rhizomatic, yet, singular events. Considering several recent research projects, this article explores what it means to be becoming a/r/tography. Rather than asking what an art education practice means, the question becomes what does this art education practice set in motion do? There can be no being a/r/tography without the processes of becoming a/r/tography.

Keywords: art and design education, arts based research, A/r/tography

05
Apr 2016
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Te opportunities of teacher role model development

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Mentor teachers’ teaching methods

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Te analysis of the preparation for the mentor role in the light of teacher competencies

Mentors have a significant role to play in supporting the career socialization of new entrant teachers, and participate in the development of teacher competencies through direct relationship with the mentee. The mentor provides personal and professional support and mainly serves as a model to the entrant teacher, therefore the mentor needs to have high level of all the teacher competencies. This research study explored what the experienced teachers being graduated as a mentor teacher think about the importance of teacher competencies determined by the training and outcome requirements, and in their opinion to what extent they are prepared to suit these requirements. Data were collected from seventy-two persons by questionnaire survey. The results indicate that mentor teachers have excellent interpersonal skills, and in their opinion they are the most competent at making cooperative relationships with others, communicating accurately and creating a tolerant, trustful atmosphere. However, it was also revealed that they show deficiencies in handling new challenges of the Digital Age and demands of pupils with changed abilities to learn.

Keywords: beginning teacher induction, mentoring, training and outcome requirements, teacher competencies, development of competencies

24
Dec 2015
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Categories of class origin and dropouts from secondary schools between 1953–1962

The categories of class origin existed between 1948 and 1962 (the long decade of the 50’s, see: Sáska, 2006), to prescribe quotas and improve the data of social inequalities in Hungary. These quotas regulated not only the admission to higher education (Huszár, 2005; Ladányi, 1995; Sáska, 2006; Takács, 2008), but also the schooling of the secondary education: it meant positive discrimination to help the workers’ and peasants’ children at the entrance exams, and negative discrimination to restrict the ‘class-alien’ children’s access to secondary and higher education. The categories of social origin influenced the evaluation, discipline, scholarships and further education, the latter by the recommendations of the schools. Using categories caused early dropouts at the entrance exams of secondary and higher education – my paper analyses the local practices of these categories between 1953 and 1962, in a rural secondary and vocational school. The research based on various sources: documents of the record office in this school (registers, reports), instructions and decrees of the Regional and National Education Governance, oral histories, files of the Township Party Committee, and the regulations of the Central Committee. Compare the sources gives interesting conclusions.

Keywords: history of education, categories of social origin, dropout, socialist pedagogy, social inequalities

16
Oct 2015
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