by Tedi E. Asher; Peter Carpreau; Lode Vermeersch; Ernst Wagner

Abstract: In this paper four experts, all involved in art education but with different backgrounds, analyse, apply, and challenge the concept of visual literacy when it comes to museum education. They do so in four conversations based on four different pieces of the visual world. Those are the starting points of the conversations because the authors are convinced that visual literacy offers specific tools that invite people to use their competencies and at the same time helps them to question the act of seeing. In the series of ‘tetralogues’ some often overlooked elements of visual literacy are articulated and discussed, such as immersion, attention, metacognition, metaperception, embodiment, initiation, and resonance. The ultimate aim of the paper is to spark the readers’ interest and invite them to join this philosophical reflection process on how to turn the act of seeing of an image into a meaningful experience. Thus, the tetralogue becomes a polylogue.

Find the pdf of the paper here 05_Asher_Carpreau_Vermeersch_Wagner