The reading and interpretation of artistic phenomena in the development of visual literacy: a model for university studies of art
Abstract
The proliferation of the image in contemporary culture has highlighted the need to rethink what means to be a literate person and to reset the educational model accordingly, placing the reading and interpretation of images as one of the key learning outcomes for future graduates. Although there are multiple initiatives developed in areas as different as anatomy or photography, few have been designed and promoted from the field of the arts. This article is based on the awareness that artistic disciplines should develop a crucial role regarding visual literacy and proposes a model of reading and interpretation of artistic phenomena. This model constitutes a teaching adaptation of Panofsky's iconological method following the SOLO taxonomy. The model has been developed considering the importance of: a) learning to exercise the gaze; b) managing the uncertainty of any professional, who should offer new answers to old problems; c) the model should be applicable to any disciplinary approach and subject course, and d) the paramount role of imagination and creative thinking that contemporary theories attribute to visual literacy.
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