https://doi.org/10.59132/viz/2023/3/33-36
Izvleček
V članku odpiramo pogled v vlogo učitelja likovne umetnosti kot enega ključnih nosilcev razvoja vizualne pismenosti v šolskem prostoru. Prav tako pa izpostavljamo pomen in vlogo razvoja vizualne pismenosti na vseh preostalih predmetnih področjih. Pogled na delo učitelja likovne umetnosti se je z odkrivanjem pomena vizualne pismenosti in njenim razvojem v šolskem prostoru spremenil. Namesto površinskega opazovanja in formalnega vrednotenja likovnih del se je z sodobnim likovnim učiteljem izoblikoval pomen poglobljenega branja, kjer učitelj s pomočjo vizualne pismenosti vodi in usmerja svoje učenec v razkrivanje globljih plasti likovnega dela. Na podlagi poglobljenega branja lahko likovnoustvarjalni proces omogoča tudi večplasten likovni izraz mladega človeka. Učinkovit razvoj vizualne pismenosti pa je v osnovi povezan s kakovostnimi vizualnimi gradivi, ki s svojo izvirnostjo in nestereotipnostjo učence vabijo k raziskovanju in upodabljanju sveta.
Abstract
Visual Literacy Between Past and Future from Art Teacher’s Perspective
This article provides insight into the role of the art teacher as the key player in the development of visual literacy in the school setting. In addition, it stresses the importance and the role of visual literacy development in all other subject areas. With the discovery of the importance of visual literacy and its development in the school setting, our perception of art teachers’ work has shifted. Instead of superficial observation and formal evaluation of works of art, the modern art teacher emphasizes the importance of deep reading in which visual literacy is used to guide and direct their pupils in uncovering the deeper layers of works of art. Based on deep reading, the artistic process can enable a young person’s multilayered artistic expression. Efficient visual literacy development closely relates to high-quality visual materials that invite pupils to explore and represent the world through their originality and non-stereotyped nature.