|
|
|
|
|
|
Visual Practices Learning Area Co-ordinator
Pauline Ridley, Centre for Learning & Teaching, University of Brighton Why Visual Practices?
Visual and tactile knowledge and skills are relatively neglected in traditional 'study skills' publications. Though often primarily associated with subjects such as art and design, media studies or the history of art, design and architecture, they are also vital in many other disciplines, including medicine, engineering, physical sciences, social sciences and humanities. Typically, they include such activities as: observation and recording of visual data (e.g. during field visits, laboratory work or in clinical settings); demonstrating and learning technical procedures of all kinds; evaluation and analysis of visual evidence, and the ability to use this in developing ideas and arguments; visual research methods; effective use and understanding of visual communication (sometimes known as 'visual literacy').
The website is still very much a work-in progress, and is currently directed to the interests of teaching staff rather than students. Most student-facing resources in this area are subject-specific and not immediately transferable to other contexts, but LearnHigher-funded projects in a variety of subject areas, at the University of Brighton and elsewhere, are expected to generate case studies and materials to be evaluated and shared more widely. Meanwhile, the website includes news about those funded projects, and resources, articles and links on some of the general topics identified above, including: Observation & recording - also includes a section on drawing and its potential role in learning and research, with images from the award-winning “BigDraw@ Brighton” Visual Assessment Visual Communication Visual Research methods Finding , making and using images and video in your teaching
|
|
|
Learning Areas