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Argument For or Against Choosing Visual Culture as a Favored Instructional Methodology Research Paper

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Updated: May 25th, 2020

Culture concerns itself with what is most distinctive about humanity in terms of surplus, excessive, and beyond the strict material measure. In addition, the capacity for self-transgression and transcendence measures the humanity.

Visual culture refers to the material artifacts, buildings and images, and time-based media and performances produced by human labor and imagination, and it serves aesthetic, symbolic, ritualistic or ideological, political ends, practical functions addressing the sense of sight to a significant extent.

Elements of Visual culture

The field of visual culture entails fine arts, crafts, and performing arts, as well as mass and electronic media. Fine art is composed of painting, sculpture, printmaking, drawing, mixed media forms, happenings and performance art, and architecture. Crafts include urban design, retail design, corporate design, logos, symbols, graphics, automobile, costume and fashion, hair styling, tattoos, landscape and garden design.

Performing arts consist of theatre, gesture and body language, playing of musical instruments, fashion shows, public coronations, and beauty pageants, acting, street marches, concerts, carnival and festivals, sporting events, funfairs, and playing musical instruments.

Mass and electronic media involve photography, animation, cable and satellite, magazines, newspapers, multimedia, virtual reality, advertising, telematics, cinema, television and video (Walker, Chaplin, 1997).

Design of educational curriculum is based on learning outcomes, instructional methodology, and assessment. Instructional methods elaborate the best possible way to achieve the learning objectives and refer to the various ways that information is presented to the learning congregation during the entire learning process within any given institution (Amin and Khoo, 2009).

Approaches used fall into two categories, the first being teacher-centered approach that entirely involves the teacher’s role in presenting information to the students through “identification of the lesson’s objectives, guiding the instruction by explanation of the information and modeling” (Anon, 2002).

This approach mostly entails demonstrations, direct instructions from tutors and lectures. In the other hand, the student-centered approach involves facilitation of the teacher “as the learners construct their own understanding” (Anon, 2002). Methods in this category include case studies, cooperate learning, discussion boards, discovery learning and learning centers.

Significance of Visual Culture as an instructional methodology

The adoption of Visual culture as an instructional methodology has been on the rise because of the rate at which modernity is rapidly changing the societies that people live and coexist together.

The introduction of modern technology equipments and advancement in the information and technology within the society has called for the adoption and frequent use of visual culture as an instructional methodology within and outside the learning institutions.

Visual culture involves a variety of compositions that might be used successfully in the provision of learning instructions, which enable a quick comprehension for the learning students.

In science learning congregations, use of such methodology involves the incorporation of cartoons, which are especially effective in engaging students and other learners in scientific dialogue, and the preparation of the cartoons provides time to reflect on personal conceptions and hence become more familiar with common alternatives that the students will be likely to hold.

Such approach can be use to bring effective arguments about certain phenomenon and promote effective understanding of the principles and laws that have been stated by leading scientists and hence be applied in the practical daily activities to promote problem-solving skills.

This promotes the articulation of the students thinking about specific concepts and identify where they are applied and misapplied. Such cartoons can be used to assess how well students observe, gather facts, and then hypothesize nature laws and their applications. The cartoons can also be used to assess students learning outcomes and their ability to apply a scientific concept to everyday situations (Brunsell, 2008).

Use of photographs and images ensures effective learning of diversified groups of individuals. Children and third-grader learners who are not able to perform data collection and analysis of the results of the experiments can understand and make correct and appropriate conclusions from the images being observed from the digital photographs.

These bridge the gap between an abstract graph and the real object in the field, hence providing an effective mode of giving instructions and assessing the young population and equipping them with required values and skills.

Information concerning inaccessible places, physical features, animals among others, can be learned effectively through the observation mass and electronic media such as videos, films, and other animations. Such observation of recorded and processed information helps individuals to have vast knowledge and understanding about certain prevailing phenomena.

Cabling and satellite has increased the communication and transfer of information at faster rates to any locality in the world. It has promoted the availability of quality and quantitative information that has been used for the entire learning and provision of instruction for effective learning.

Performance arts in institutions promote the cultural understanding between the learning fraternities. This is because such practice brings the different student cultures together, promoting multiculturalism, adoption of diverse practices and beliefs, and the overall promotion of peace among the individuals.

These result in the appreciation of cultural diversities within the populations. Performance art such as beauty pageants promotes international recognition through such competitions involving majority of participants with different experiences, practices, and beliefs. Such competitions also promote financial status of individuals when they are crowned winners and given grand prizes.

Use and adoption of Mass media provide an extensive source of information covering diverse fields in learning and education. Magazines, newspapers, and other printed materials ensure theta the learners are well informed on whatever past and current issues facing the world, hence promoting a dynamic educational and instructional process.

Visual culture promotes deep learning and understanding the concepts, principles, and other possible outcomes, hence promoting wholesome attributes such as application, analysis, personal development, and critical thinking.

It promotes a form of entertainment, reducing the monotony that prevails with other instructional methodologies, because the process is interactive involving activities such as painting, dancing and playing musical instruments.

Visual culture promotes the conservation and preservation of a people’s culture through the making of sculptures, paintings, costumes, and traditional fashions within and outside the learning institutions.

Visual culture as an instructional methodology enables course participants to have the opportunity to explore the aesthetic communicative and pedagogical implications of intertextual webs, hypertext and hypermedia, blogs, wikis, simulations, online games, media communities, adaptive and assistive technologies along with media-rich essays, enabling a culture’s visual meaning to be conveyed quite easily and effectively through a variety of images.

Development and enhancement of learner’s inborn and acquired talent is enabled using such methodology. Different learners possess varied talents that could be implemented through interactive activities of visual culture such as painting, artworks, sculpture, among other activities of interest, reason being the methodology promotes active participation on levels of interest of the learners.

Due to adoption of the dynamic technology changes, materials used for provision of instructions are easily available and their efficient and secure storage is cost-effectively manageable through the vast availability of cheap and portable storage media such magnetic disks, digital cameras among others, which facilitates the storage and availability of the images.

Such an instructional methodology has made available a vast collection of ancient artworks that convey and relay critical information about the ancient times to enable the learners to correlate the past to the present and future plan.

Such correlation obtained has been used to instill the adoption and development of new skills for solving a variety of demanding tasks and problems that were there in the past, and has helped the new generation to learn majority of the cultural information.

Multiple intelligences has been enabled because of the adoption and use of visual culture in provision of instructions to the learners especially evaluated in completion of student assignments in many forms such as collage, drawings, creative dance, acting role playing hence being an effective assessment compared to the traditional paper and pen testing (Bleed, 2005).

Conclusion

Visual culture is a field composed of fine arts, crafts, performing arts, mass and electronic media. This effective instructional methodology promotes practicality in culture and the entire education process.

It recognizes the predominance of visual media forms, communication methods, and a variety of information within the context of the dynamically changing environment. Visual culture is an important instructional methodology because of the interactive and multiple intelligence nature that it promotes within the learning process.

References

Amin, Z. and Khoo, H. (2009). . Singapore: World Scientific. Web.

Anon. (2002). Planning for Instructions. Web.

Bleed, R. (2005). Visual Literacy in Higher Education. Eli Explorations. Web.

Brunsell, E. (2008). . NY: NSTA Press. Web.

Walker, A, J. and Chaplin, S. (1997). . Manchester: Manchester University Press. Web.

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