reading, art education, visual literacy, identity
This article summarizes a project that oriented one hundred and twenty-five gifted and talented middle-school students to university culture through a series of summer workshops that emphasized visual media. Various workshops introduced students to methods of video and art production. The middle-school students created short videos and artistic collages to represent their identity in response to two activities: (a) in-depth explorations of the California State University campus at San Bernardino; and (b) literary reading. Art and video production are revealed as a powerful means of middle-school students’ identity formation and expression; the work summarized herein gains credence through its alignment with seminal work in the field of visual literacy theory and research.
Daniels, Susan; Little, Patricia; Reynolds, Linda M.; and Sullivan, Alayne
"Where Visual Literacy and Identity Meet: Adolescents Define Themselves Through Participation in a University Video and Art Enrichment Program,"
Journal of Critical Issues in Educational Practice: Vol. 2
, Article 4.
Available at: https://scholarworks.lib.csusb.edu/wie/vol2/iss1/4
Curriculum and Instruction Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons