Monday Online Presentation Session 2

Culture and Arts-based Education

Session Chair: Haisang Javanalikhikara

09:55-10:20

68709 | Creativity at School: An Analysis of Pedagogical Proposals in the Early Years of Elementary School

Mindla Monica Wrencher Fleider, Pontifícia Universidade Católica de São Paulo, Brazil

The research investigated creativity in the school setting, specifically during the early years of elementary education. It focused on teaching for creativity through the teacher’s actions to stimulate student participation in creative processes, assuming that creativity is an innate ability that can be developed by all. This study investigated how teaching for creativity and stimulating creative thinking has been approached as pedagogical practice in a private school in Sao Paulo (Brazil) through the analysis of activity plans designed by multidisciplinary teachers who teach in the early grades of elementary school, as well as the ways these teachers conceive teaching for creativity. A qualitative methodology was employed — the examination of didactic plans, content and activities enabled the analysis of proposals that foster teaching for creativity. Data revealed that such practice is circumstantial and dependent on the teacher’s knowledge and availability, meaning that it is utilized in specific contexts. The conclusion is that teaching for creativity shows up timidly in activity planning and that the varying understanding of creativity among teachers influences the way they foster and enable creative thinking opportunities. Additionally, teacher planning does not necessarily articulate what takes place in the classroom, creating a fragile environment for teaching for creativity. There are several possible settings that enable the development of creative thinking in the classroom, however, these are not always prioritized in the activity plans analyzed.

10:20-10:45

67966 | Visual Culture & Meta-Cognition: An Investigation of Cognitive Patterns While Building Collective Knowledge

Aatiqa Sheikh, Beaconhouse National University, Pakistan

Mariya Sajjad, Learning Institute-Lahore University of Management Sciences, Pakistan

This visual research is based on the idea of social knowledge, which aims to understand participants’ meta-cognitive responses through the meaning that is attributed to the image based on their personal experiences. In context of making meanings from an image and situational context the significance of a wider reception of interpretation and perception is kept in view. It is so, in order to critique and draw out connections between cognitive pattern and social behaviour towards cultural familiarity and beliefs and therefore community building. The selection of the images for photo elicitation in this research is based on elements that construct urban visual culture and virtual environment, which inextricably is bound to regulate thinking biases and behaviours of consumption. Another strand to this is the heuristic underpinnings in the research that reflects on the act of conducting an activity to understand a process, which constructs the identities and beliefs of participants. This activity encapsulates the symbiotic relationship between image, text and mind while implied as a socially creative act. Hence, intra-personal and interpersonal forms of dialogue to facilitate critical inquiry and collective meaning making.

10:45-11:10

69713 | Understanding of Western Art History from Films

Haisang Javanalikhikara, Chulalongkorn University, Thailand

From a personal experience on teaching art history, researcher found that in order for learners to understand overall context of art history, one must understand general information such as artists’ biographies, artistic style, formation of artistic idea, together with other surroundings to integrate understandings. Contexts regarding society, government, religion, belief, social value, economic and culture are all very crucial but most learners tend to get loss focus when it came to these aspects. Art history is a subject where the cognitive process involves remembering through understanding, For learner to evaluate tangibly, one needs to connect various dimensions which effect artist; evident, situation, atmosphere, and such. Lack of understanding surrounded context tends to fails recollection on the subject matters. Nowadays, there are various multimedia available to mass audience that potentially help filling in the understanding of art history. This hypothesis is a key for this research to propose approach of understand art history through films.

11:10-11:35

69902

| Developing Human-Rights Based Peacebuilding Through Global Dialogues: Time-Tested Principles for International Video-conference Education

Katherine Tyson McCrea, Loyola University Chicago, United States

Jonas Ruskus, Vytautas Magnus University, Lithuania

International education provides an invaluable opportunity to prepare students for international competence in a glocalized future, yet pedagogical frameworks for video-conference education need further conceptualization. This presentation describes educational content and process principles for international video-conference education developed over 16 years of international teaching of global social work with students representing over 30 countries. Based in an international partnership between faculty from universities in the U.S. and Lithuania, the educational content discussed will be interdisciplinary human rights principles and peace-building intervention strategies applied at international, national, community, and family levels. Learning focuses on developing students’ intellectual knowledge of interventions in diverse cultural and social systems contexts, and increasing students’ capacity for empathic availability to persons with very different values and social contexts. Examples of the content taught include: • internet-based public health education and advocacy, • arts-based programming with children from subcultures traumatized by civil strife, • trauma-focused projects of national reconciliation and community and familial healing, and • interventions to reduce marginalization and stigma and promote societal participation with persons in poverty, persons currently or formerly incarcerated, and persons with disabilities.

Educational processes stimulate student communication to optimize their learning from each other about diverse societies, cultures, and strategies for peace-building. Specific strategies described include: • Group presentations and student-authored "ted talks" about global social work practices, • Sharing specific cultural practices, • Breakout groups to develop critical thinking skills and empathy, • Strategies of participation to build ecological validity of knowledge, advance community capacity and intervention effectiveness.