Analyze the document Details on article
| Id | 3021 | |
| Author | Huerta R. |
|
| Title | The Latin alphabet as a stimulus for visual literacy. Design, teacher training and urban typographic drifts; El alfabeto latino como estímulo para la alfabetidad visual. Diseño, formación del profesorado y derivas tipográficas urbanas | |
| Reference | Huerta R. The Latin alphabet as a stimulus for visual literacy. Design, teacher training and urban typographic drifts; El alfabeto latino como estímulo para la alfabetidad visual. Diseño, formación del profesorado y derivas tipográficas urbanas ,Kepes 19 25 |
Keywords |
| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143209056&doi=10.17151%2fkepes.2022.19.25.13&partnerID=40&md5=02f8fcb79de14b068a62ed8da457430f |
|
| Abstract | This research originated from a process of intervention in university classrooms for teacher training. The article generates an exploratory and descriptive study of the educational possibilities of the alphabet as a visual form from which a case study is presented in which two workshops that are given to various groups of students of the Faculty of Magisteri at Universitat de Valencia. The objective of the research is to reflect on artistic practices and graphic design incorporating issues related to visual literacy, design and heritage, especially from the graphic workshop and urban typographic drifts, through Arts Based Educational Research, ABER. Data collection is done through teaching practice using assessment tools typical of the case study such as diagnoses and creative work. Due to the reflection generated by the practice in art education and education in design, it is necessary to use the debate as a source of argument, also addressing issues of gender and sexual diversity. The advocacy is to incorporate personal experiences in order to train teachers who are more aware of respect for diversity and inclusive education. Among the results, the use of design as an important setting in teacher training for visual literacy is highlighted as well as the questioning of social stereotypes, overcoming conventional taboos, fostering creative spaces for discussion, and giving as much importance to the process as to the final results. © 2022 Universidad de Caldas. All rights reserved. |
|
| Metodology | ||
| DOI | 10.17151/kepes.2022.19.25.13 | |
| Search Database | Scopus |
|
| Technique | ||
MESOC has received funding
from Horizon 2020 - the EU Framework Programme
for Research and Innovation (2014-2020) -
under Grant Agreement n°870935.
We take your privacy seriously and WE DO NOT process any personal data or any information that reveals personal identity or information that can be linked to such information to identify directly or indirectly.
2021 © CD