Brief description of an EnVIL Working Group
Visual communication has become dominant in adolescence, and art education curricula need to integrate their new forms of expression with culturally relevant, traditional ways of imaging. Where “high art” is the only focus, adolescent form peer learning communities to acquire skills, be inspired and grow (Freedman et al., 2013, Kárpáti et al., 2016). CEFR-VL suggests a context-based description of visual competencies, and this research group may provide a multicultural insight into situations of visual language use of 12-18-year-olds, the evolution of their visual language and potentials of their educational enhancement.
In 2018, a critical overview of existing literature on the shift from “child art” to the visual language of youth, on Visual Culture Learning Communities and digital / traditional /new materialist art educational theories and practices to respond to a new generation of visualizers. Based on unresolved issues revealed through this overview, in 2019, a series of case studies on successful and failed art education interventions (both formal and informal) will be developed to see how different educational cultures respond to the need of adolescents to come of age in visual expression.
Core members, invited: Juan Castro Carlos (CN), Bernard Darras (F), Kerry Freedman (USA), Marie Fulkova (CZ), Tünde Simon (HU), Emiel Heijnen (NL), Mira Kallio-Tavin (FI) Kevin Tavin (FI-USA)
If interested, please contact Andrea Kárpáti: email@example.com